LIBRARY OF CONGRESS. 



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Slielf._.-Lv^-ll 



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UNITED STATES OF AMERICA. 




AMERICA'S 



GREAT PERIL 



BY 



PROF. ZIM. TOD, A.M., ETC. 



b-3 



,^'' 



Price— in paper cover, 25 Cts.; muslin cover, 35 Cts. 

Lib;-ril Di cnuntto thope purchaoin? a doz:>n copies. 

... y^nh^l /^,\ , 
ST. LOUIS, MO. 

1879. 

9r 



1 1 l\\ 



Entered, according to Act of Congress, in the Year 1879, by 

Prop. ZiiM. Tod, A. M., Etc., 
In the Office of the Librarian of Congress, at Washington. 



CONTENTS. 



PAGE 



'Chapter I — The Bible in the Public Schools — Shall we accept the 
teachings of Infidelity— The Old Testament— The 
Catholic Bible — Any Moral System?. 7 

Chapter II— No Authoritative Moral Code to be Taught in Public 

Schools 15 

Chapter III— A Very Restricted Course of Study Must be Taught in 
Public Schools — God and Science Inseparable in 
Thought 20 

Chapter IV — The Agreement to Teach no Religion and Morality, 

Impracticable — The Silent Influence of Teachers 26 

Chapter V — Other -dn^a^roms^ns— Unexpected Differences of Opin- 
ion—Archbishop S , and others 33 

Chapter VI— Compulsory Education— The Drift of the Law— Parents 
Should Provide for the Education of their Own 
Children— /ScAooZ Tax, &c 40 

Chapter VII— The Proper Limits of Taxation— School 'Yars. Agrarian 

in its Nature and Communistic inits Effect 45 

Chapter VIII— Taxation Further Considered— The Law Unjust to the 
Poor and Rich, and to those who have no Children 
to Educate 53 

Chapter IX— "Government Should Educate the Children, in O rder to 
Perpetuate its own Existence'' — This Position Re- 
viewed—Education and Morals do not Always Go 
Together— Some Interesting Statistics 60 

•Chapter X — '■'■What Will Become of the Poor 9''^ — Government not an 
Economical or Efficient Agent — Not a Good Instruct- 
or — Corruption, &c 64 

Chapter XI — Grand Mass Meeting of Different Religiotu Denominations 

— Preamble — Resolutions, &c. &c 68 



INTRODUCTION. 



A SENSITIVE man naturally shrinks j&-om publishing what he 

»Tcnows will be repudiated by many of his fellow-citizens ; but if he 

be a true man, he will not ask, " How will this be received ?" but 

^' Is it truth?" "Om^^* I to publish it?" ''Duty belongs to us ; 

results, to God," is a worthy motto. 

The writer of the following pages has devoted much of his life to 
the work of education ; and the following pages serve to set forth, 
in veiy plain style, the views which he entertains on the subject of 
'" PubUc Schools." 

Beheving most confidently that the present system of education, 
now especially that the Bible cannot longer be retained in free 
schools, is fi'aught with great danger to the civil and religious liber- 
ties of our people ; and believing, also, that, by the timely co-oper- 
ation of Christian people, they may avert the threatened and (if not 
averted) inevitable evil that must result from the suicidal policy of 
attempting to educate the youth of the land in schools from which 
rehgion and morality must be excluded : the author has ventui-ed 
to set forth these pages ; and, should this unpi-etending: essay serve 
to quicken thought on the vital issues connected with Public edu- 
cation, he will not regret the labor bestowed upon it ; and 
should his views be generally repudiated now, he feels sure that 
the time will come when they will he appreciated. 

How the Christian people of these United States can longer 
allow their efforts in the direction of denominational education 



V. 



to be paralyzed, by willingly supporting a system of godless 
schools, the author professes not to be able to understand. 

The different speakers, set forth in the following pages, repre- 
sent rather the advanced views of the different classes represent- 
ed. It is confidently believed that the thoughts herein brought 
to view, will, many of them at least, receive the hearty approv- 
al of those who are able to weigh the arguments submitted, and; 
will study the positions, herein set forth, without prejudice, and 
with the view to understand and appreciate the truth. Z. T» 



CHAPTEE I. 

THE BIBLE IN THE PUBLIC SCHOOLS — SHALL WE ACCEPT THE TEACH- 
INGS OF INFIDELS — THE OLD TESTAMENT — THE CATHOLIC BIBLE 
ANY MORAL SYSTEM ? 



In the city of the trustees of the High School were assem- 
bled for the pui-pose of deciding whether the Bible should be thrown 
out of the School. This was made necessary by the action of cer- 
tain tax-payers and patrons of the Institution, who repudiate the 
Christian religion, and protested that their children ought not to be 
forced to learn a religion which their parents despise. It was un- 
derstood that the reasons, ^Jro and con, would be set forth in this 
meeting j and a knowledge of this fact di-ew together a veiy large 
audience. On finding so many present, it was thought best, by " the 
Fathers,-" to allow representative men, on both sides of the contro- 
versy, to present their views. A chairman and secretary were 
elected, and the meeting was called to order. 

The Pi-esident, on taking the chair, said : " Fellow Citizens : 
Thanking j^ou for the honor conferred on me, I promise to preside 
with impartiahty in the meeting convened to discuss one of the 
most important questions connected with the fdture of our glorious 
Eej)ublic. The question is, " Shall the Bible he thrown out of our 
School ?" As chairman of this meeting, it is not my province to 
discuss the question, though my personal convictions, in regard to 
the subject, are positive. I am now prepared to hear what you 
have to say." 

At this juncture a well-known Atheist got the floor, and began 
his speech. He said : " Mr. President : It seems that many of my 
fellow-citizens cannot be satisfied without having some rehgion 
taught in this School, which, as all know, is supported by the taxes 
of people of all religions and of no religion. K this is a necessity ^ I 
beg to submit my religion as the one to be adopted by this School. 
I gather my religion fi'om Darwin, Huxley, Spencer, and othere. I 
think this the best of all. The system is very simple, and can be 
veiy easily and quickly taught our childi'en. I, therefore, move that 
we adopt, what is popularly termed, the Infidel system of religion, 
as the religion to he taught in this SchooV Strange as it appear- 
ed to some, the motion was seconded j and a lengthy discussion fol- 
lowed, the mere outhnes of which are given in these pages. The 
audience showed signs of intense indignation; and it was feared 
that the meeting would be of veiy little credit to the citizens. How- 



ever, a few courteous B,nd firm remarks from the chairman measur- 
ably quieted the excitement, and the discussion (if such it could be 
called) proceeded quietly. A Jew succeeded in getting the floor. 
Se said : 

" Mr. Chairman : I can never submit to have my children 
taught that the God of Abraham, Isaac and Jacob, has never exist- 
ed. I don't believe it myself; nor shall my children be taught it, if 
I can prevent it. I shall vote against the motion." 

Father Eiley, the Catholic Priest^ next arose : "It is needless to 
say that I will vote against this monstrous proposal;" having said 
which, a Methodist, Presbyterian, Baptist, and representatives of 
other denominations of Christians concurred in the same view, and 
a general call for " the question " went up from different parts of 
the house. Before the question was put, however, the Atheist took 
the floor again. Said he : 

" Suppose, feUow-citizens, that a majority of the citizens, and fi- 
nally a majority of the Board of Trustees, should adopt my religion 
as the fittest to be taught in our School, what, in that event, will my 
opponents do ? Will they submit to majority rule ?" 

"No ; No — never" — went up from the great majority of the au- 
dience ; and, after some little delay, the question was put, and lost 
by a large majority. 

" It has been decided by a large vote," said the chairman, " that 
the people of this community wiU not have Infidelity taught to 
their children in this SchoolP 

A Jew then proposed that the Jewish Bible should he adopted. 
He made a very nice speech on the subject, and took his seat. 

Then the Infidel, Catholic, Protestants, and many others, mutter- 
ed their opposition, and voted down the question. 

Father Eiley next proposed that the School should adopt the 
Cathohc Bible and the Catholic religion. He alluded to the anti- 
quity of his church, and the right of the church to control the edu- 
cation of youth. He referred to the curses which had fallen upon 
the earth because so many had abandoned the Holy Catholic 
church, and predicted the time when all the happy youth of our 
country would be taught the principles of Christianity. 

When he took his seat, there was quite "a scramble for the floor," 
numbers wishing to reply to his speech. Finally, after many re- 
plies from representatives of other parties present, it was declared, 
with great emphasis, that the Cathohc Bible and the Cathohc rehg- 
ion should not be taught in the School. 

"The Cathohcs," rejoined Father Eiley, "can afford to wait a few 
years until they get the power in their hands ; and then, taking the 



9 

precedent established by the allied heretics of the land, we will/orce 
our Bible and religion upon you.''^ 

This brief speech created intense excitement; and some bitter re- 
phes, which ought to have been omitted, followed. 

When the excitement had abated somewhat, a move was made to 
adjom-n; but as adjournment would have left the Protestant Bible 
in the School, Father Eiley moved that, since the audience did not 
wish to have the tru^ religion, the Protestant Bible should be 
thrown out also. This motion was seconded, suxd was declared 
open for discussion. 

Infidel. — " I most heartily favor this motion : 1. Because I think 
the Bible — whether Jewish, Catholic, or Protestant — a great hum- 
bug J and, 2. To force it uj)on me, or my children, would be to 
trample my conscience under foot. And, with these two rea- 
sons to support me, I am prepared to aflSrm that I will not patron- 
ise the School, notwithstanding the compulsory law^ unless this 
abominable book is thrust out." 

Jew. — "I concur heartily in the arguments just offered; and will 
add that^ to force the Protestant or any other Bible into 
our Public Schools, is violative of the fundamental principle of 
the United States Government. For my part, I shall be forced to 
keej) my children out of the School, as heretofore, unless this mo- 
tion is carried. And as to the compulsory law^ I shall treat it with 
contempt ! I will^ not violate my own conscience, even if I have to 
leave a government which avows a gi-eat principle, and then vio- 
lates it. I can Hve in any of the civilized governments on the East- 
em Continent, without being forced to violate my conscience. I 
hope that my fellow-citizens will not drive me from this countiy, 
by refusing to remove from the School a book which I regard, in 
part, as a great fraud and imposture." 

Methodist, No. 1. — "I see, Mr. ChauTiian, the complexion which 
this question has assumed. It is a combined effort to thrust God's 
Holy Word out of om* School ! In a Christian nation, we are to be 
deprived of the privilege of having the Bible read in our Schools ! 
What will become of the reh'gion and morals of our country, if, by 
a vote, we invite the Almighty Savior to retire from our halls of in- 
struction ! God forbid that I should ever give my voice in favor of 
such a wicked proposal !" 

Jew. — "Are you willing to have my religion forced upon your 
children ?" 

Methodist. — "No, sir. I will never submit to such a thing !" 

Jew. — Are you willing, then, to force your religion upon my 
children ? You have, if I mistake not, in your religion, what you 



10 

style " the golden rule,^' coming directly from the lips of your Lord 
and Master, which, if I mistake not, runs about thus : ' Whatsoever 
ye would that men should do to you, do ye even so to them.'' Are 
you "willing to violate this explicit precept of Him whom you pro- 
fess to worship ? You do not wish me or any one else to force our 
rehgion upon you or your children ; and are you willing to force 
yours upon us and ours f 

This speech made a profoimd impression, and seemed to throw a 
flood of light upon this vexed question. After the lapse of several 
moments, the previous speaker replied : " Christianity is the only 
true rehgion. This is a Christian nation ; and we do not propose 
turning it over into the hands of Jews or any other Infidels !" 

Jew. — " The gentleman has failed to answer my question, for the 
simple reason that he can not ; and I charge upon him hypocrisy, 
in that he professes to follow Christ, and then plainly disregards 
one of His most prominent teachings. Will the gentleman tell us 
how he Icnows that Christianity is the only true rehgion ? I sup- 
pose that I as firmly believe that mine is the true rehgion. A like 
honesty I ascribe to all others. Eeligion is a mere matter of opin- 
ion ^ and most opinions on this subject are wrong. Shall all the 
opinions, adverse to his rehgion, be proscribed f WiU he crush out 
all those who beheve him to be in error ? Besides, I deny that this. 
is " a Christian nation." Its founders did not make it such. The 
Constitution does not so declare ; nor does the State constitution 
teach any such doctrine. An Infidel, Jew, Catholic, Protestant,, 
regardless of religious belief, are alike ehgible to citizenship. Ee- 
ligion has nothing to do with citizenship in this government, and 
never had. And should this grand feature of the government ever 
be changed, then " toleration " and "rehgious hberty " will become 
bywords, and serve only to remind the deluded people what kind 
of government their fathers once enjoyed." 

Methodist. — " But did not the gentleman, early in this discussion,, 
move to have the Jewish Bible taught in this School ? If ^e would 
have his religion taught to my children, provided he could control 
the majority of votes, why should he think it so strange that I 
should act on the same principle ?" 

Jew. — "The gentleman was caught napping. I proposed to 
have the Jewish Bible adopted in this School, not because I thought 
it possible to have such a thing done, nor, indeed, because I desired 
it; but simply to show how ugly it is to force others to adopt a re- 
hgion which they despise. I do not wish to proselyte the gentle- 
man or Ids children to the Jewish faith ; nor do I think that he 



11 

ought to wish to force his religion upon me or my children, against 
our will." 

Protestant. — " I, for one, will never consent to have the blessed 
Bible thi'own out of the Pub he Schools ; for this is the hope of the 
nation." 

Baptist. — " I have hstened, Mr. President, with fixed attention, 
to the remarks made by different gentlemen on this subject; nor is 
this the first time I have thought on the matters involved in this 
discussion. The principles now under discussion have had a won- 
derful influence in the past j and the student of history ought not to 
be ignorant of the fact. The so-called " heretics " of the past gen- 
erations, and countless martyrs that forfeited their lives rather 
than give up their rehgion or abandon their children to the training 
of those whom they regarded as in error — these are so many wit- 
nesses against the princij)le which my Methodist brother is advocat- 
ing. Now, I wish to give a brief statement of my views on this 
imijortant subject : 

The most valuable feature in the government of the United 
States, is that it grants religious liberty to all its citizens. Sere, 
no man's conscience is, or can be, molested on account of his rehg- 
ion. Nor need a man have any religion, in order to become, or 
continue to be, a citizen. This principle is the Magna Gharta of 
our government — the one feature that has made it what it is. Most 
of those present should be famihar with the efforts put forth, in the 
formation of the United States Grovernment, to establish, as a gi'eat 
cardinal principle in it, the doctrine of religious liberty. And do we 
not know that the incorporation of this great fundamental principle 
in the government, made our country the asylum for the oppressed 
of all nations ? 

" This grand law was incorporated by the severance of all connec- 
tion between Church and State; and it will be a dark day for 
America, should this hberty-giving clause ever be stricken out or ig- 
nored. Neither the general government nor that of the States 
composing the Union, can have, or show, any preference for one re- 
hgion above another, or give the influence or patronage of their 
governments, respectively, to any denomination, or sect, of Chris- 
tians ; but every man has a right to worship according to his own 
predelections, or have no religion, at his own option. Here, gov- 
ernment has nothing to do with conscience, except to provide that 
no man's conscience shall be coerced. 

" This great fundamental law unquestionably has the sanction of 
reason, justice, and revelation. The statement, ' Whatsoever ye 
would that men should do to you, do ye even so to them,' is a di- 



12 

vine utterance which accords ahke with Eeason and Justice, and 
fully covers the whole ground of ' religious liberty/ or ' the rights 
of conscience/ ' To his own Master he standeth or falleth/ implies 
that, as man is not the master of his neighbor's conscience, each 
should choose his own form of religion, and worship God, or not, 
according to his own choice. On any other principle, the bloody 
guillotine will be called into requisition again. 

" Now, Sir, as I would not wish — nay, more, would not allow — 
another to force his religion upon me, or upon my children (who 
are as dear to me as life itself), so, in turn, I will never thrust my 
religion upon another. I would feel. Sir, that I was unworthy the 
name of an American citizen, or of a disciple of Christ, if I should 
be willing to force the Bible into a School, supported in part by 
those who repudiate this book. I am fully prepared, therefore, to 
vote to take the Bible out of this School." 

The gentleman closed his speech amid cheers and hisses, when 
another followed : 

Presbyterian — "Mr, President : I most heartily agree with the 
speaker who has just taken his seat. His views are pre-eminently 
just, and are in perfect accord with the true genius of our govern- 
ment, as also, with the teachings of Inspiration, and the better sen- 
timent of enlightened human nature. " The golden rule " is the 
principle which underlies this whole subject, and I would not vio- 
late it for any earthly consideration. To force the Bible, or any 
other system of religion, into a school, supported by the taxa- 
tion of citizens of all shades of religious faith, is to annul the 
grand principle of religious liberty, and, to that extent, to unite 
Church and State. This is too manifest to be denied. If any 
religion is to be taught in our Public Schools, either the Gov- 
ernment must decide what that religion shall be, or it must be 
left to a majority of the trustees or patrons of any particular 
School. If the Government should decide the matter herself, 
that would be a positive union of Church and State ; and, should 
the decision be left to the trustees or patrons of the School, the 
result would be the same ; the consciences of some would be co- 
erced by permission of the State. Minorities would have no 
rights in the matter 5 and soon the land would be drenched with 
blood. Yes, Anarchy would, very soon, hold high carnival in 
every community within the limits of our now happy land; 
and the Goddess of Liberty would remove her seat to some for- 
eign shore. 

" I know that I love the Bible, the Protestant Bible, but I 
don't wish to force it upon those who do not believe it to be ' the 



13 

Book Divine.' My remarks indicate how I will vote on this 
question." 

Reformer, — " I am exceedingly delighted with the views of 
the two speakers last on the floor. I most emphatically endorse 
the opinions set forth by them ) and I hope that my people will 
never so far forget themselves as to wish to force their religion 
upon others. Suppose, for instance, that the Government, 
through its Public Schools, should incorporate religion as a part 
of its course of study : what religion would it select ? Would it 
take Christianity ? Then, all who are not Christians would be 
forced to conform at the expense of conscience; and tJiis would 
destroy the Government. But what class of Christian theology 
would the State select, if it should decide to be Christian ? 
Would it take tho Protestant Bible, as it is called ? If so, then 
the Jews and Catholics would, like the infidels of all grades, fall 
under censure, and suffer in common with them. But there are 
several versions of the Protestant Bible ; which of these would 
it take ? I see nothing but confusion and anarchy growing out 
of this subject. And as I would not submit to have my children 
taught a Bible which I do not helieve, so I cannot get my con- 
sent to thrust my preferred version, or any other, upon people 
who do not like it. I shall vote for the motion, to remove the 
Bible from this School.'* 

Metliodist^No. 2. — "I rise, Mr. Chairman, for the twofold pur- 
pose of dissenting from the position taken by my brother Meth- 
odist at the outset of this discussion, and to express my hearty 
concurrence in the views of the last speakers. I confess^ too, 
that I had never thought on this subject in the light in which it 
has been presented tonight; but I see very clearly that it 
would be as unjust as it is anti-Scriptural, to thrust upon our 
Jewish and Catholic neighbors the Protestant Bible ; and the 
measure of that injustice is the opposition which I would have, 
if they should wish or seek to place tlicir Bibles in our School. 
'Let us have peace,' I say; but let it be in accordance with 
proper principles. Much as I revere the Bible, I say it must 
come out of this School.'* 

Methodist, 'No. 1. — "I wish the privilege of recalling my for- 
mer speeches; for I had not weighed the subject in all its bear- 
ings. And, when convinced that I am in error, I have the man- 
hood to announce it." 

At this point, old "Billy Jones," a man who had never con- 
cerned himself about any religion, but was rather, as it seemed, 
indifterent to all^ arose, and said : 



14 

'* Mr. President : It is agreed, then, that ' what is sauce for 
the goose, is sauce for the gander j' and I ani delighted at the 
course things have taken here to-night. It is also said that 
'when thieves fall out and fight, honest men get their dues.'" 

This extraordinary speechr — especially the last clause of it — 
sounded very strange : and few, perhaps, who heard it, took in 
its real meaning. And, when called upon to explain his mean- 
ing, he quaintly replied, " Time will tell.^^ 

"Does any other other gentleman wish to discuss this ques- 
tion further?'' inquired the President. "The real arguments 
have been all on one sidej and if any thing can be said on the 
other side, I should like to hear it." 

" Question !" " Question !" echoed through the house. 

"Inputting this question," said the President, "it will, of 
course, be understood that your vote will not be official. The 
trustees will have to act afterwards, — if any action should be 
deemed necessary after the vote is taken. Those in favor of the 
motion, to take the Bible out of this School, will say * Ji^/e'/" 
whereupon about nine-tenths of the entire audience responded, 
"Aye." "If any are opposed, say '^0.'" " ^o,'' was very fee- 
bly replied by two or three ; while quite a number did not vote 
at all. 

"I move," said some one, "that we meet here to-morrow 
night to decide upon a moral code to be taught in this School; 
for it is manifest that youth ought not to be brought up without 
some moral training.'' 

This question was seconded, and after some discussion, passed. 

" The audience will please assemble in this room promptly to- 
morrow night at 8 o'clock," said the President. 

The meeting then adjourned ; and, after this, the trustees, by 
formal vote, unanimously decided to remove the Bible from the 
School. 



15 



CHAPTEE ir. 

■NO AUTHORITATIVE MORAL CODE TO BE TAUGHT IN PUBLIC SCHOOLS. 

A night and day of earnest thought followed the adjournment 
of this meeting. " God banished from the Public Schools !" 
rolled as a monstrous billow over many anxious hearts. "What 
must be the effect of such a policy ?*' queried the wisest heads. 
When the time for the people to assemble came, the house was 
filled to its utmost capacity. The officers of the previous meet- 
ing were chosen to preside. The President apnounced the bus- 
iness which had called them together, and stated that he was 
ready to entertain a motion, looking to the consummation of the 
•work they had assembled to do. Whereupon, a well-known 
gentleman arose and moved — 

" That ilie moral code of the Bible he adopted in this School." 
Atheist. — "I object to this proposition in toto, unless each 
item is specified, and found to suit the views of all ; and, should 
we be able to agree on a code, taken in whole or in part from 
the Bible, I will not consent to adopt them because the Bible 
teaches them, but because they suit us. Mahomet and Confu- 
cius have taught some good precepts, and if we find any thing 
in their works that pleases us, I will be in favor of adopting it, 
but only because it may suit us, and fiot because they have 
taught it. Truth is eternal, and it makes no difference with me 
who has taught it." 

Jew. — " The moral code given to Moses on Mount Sinai, is the 
best the world ever saw ; and, if we are to have any set of laws 
by which to mould the character of our children, I know of 
nothing better.'' 

Atheist. — " What is i\iQ first item in that code ?" 
Jeic. — " Thou shalt have no other gods before me." 
Atheist. — " I do not believe in the existence of any God, ex- 
cept nature ; and I shall object to this as a part of the system. 
Of course, not believing in the existence of a personal God, I 
could not consent to have my children taught to believe in the 
existence of the God of the Bible. The idea of God, is the foun- 
dation of all religions or superstitions ; and, as you decided last 
evening that no religion should be taught in our School, it fol- 
lows, of necessity, that this ' commandment' which you present, 
must be rejected. What is the next ?'' 

Jew. — " Thou shalt not make thee any graven image, or any 



16 

likeness of any thing that is in heaven above, or that is in the 
earth beneath, or that is in the waters beneath the earth : Thou, 
shalt not bow down thyself unto them, nor worship them : for 
I, the Lord thy God, am a jealous God," &c. 

Atheist. — " That is enough, f care nothing for the negative 
part of this precept^ lor all idol worship is so absurd that the 
prohibition is simply a waste of words j but the mention of 
God'S name, as connected with the reason for the prohibition, 
is objectionable, I hope the gentleman will not insist further. 
The next/' 

Jew. — " Thou shalt not take the name of the Lord thy God in 
vaia — " I 

Atheist. — " Leave it out. E-ead the next.'' - 

■Jew. — "E,emember the Sabbath day to keep it holy." 

Atheist. — '"^ SaMath day ! I hope th© gentleman will give 
the next!'' 

Jeio. — ''Honor thy father and mother, that thy days may be 
long upon the land which the Lord thy God giveth thee." 

Atheist. — "I have no objection to entering the first part of 
this command as one of our rules j for it is but right that chil- 
dren should honor, respect, and love their parents. I, howev- 
er, propose that wo amend it so as to read : * Dutiful children 
love and respect their parents.' What comes next ?" 

Jeiv.—"' Thou shalt not kill." 

Atheist.— ^^^ith. some modifications, I would be willing to 
accept this. Let it^read: ^ One should not kill another except 
in war or for some other satisfactory reason.' Bead the next.'' 

Jew. — Thou shalt not commit adultery.'' 

Atheist. — " I object to this on the ground of obscenity . Youth 
should have very little knowledge of such things." 

Jew. — " Thou shalt not steal." 

Atheist.— That is good 5 but it can be put up in better style. 
Still, theft, except in certain emergencies, should be discounte- 
nanced. Give your next.'' 

Jew. — " Thou shalt not bear false witness against thy neigh- 
bor." 

Atheist. — " I would accept this with the necessary modifica- 
tions. Lying generally is not commendable ; but in some in- 
stances, as in war, the general who can aet th© biggest lie, is the 
best p-eneral, and receives the highest honors of his country- 
men. Have you another ?'' 

jg^_ — "Thou shalt not covet any thing that is thy neigh- 
bor's.' " 



17 

Atheist. — " Good. I understand one's neighbor to be a, friend 
living near by ^ and, of course, we should not desire any thing 
belonging to him, unless we give him fair compensation. Is 
this all ? 

Jew. — " That finishes the " decalogue ''; and I would be pleas- 
ed to know now just what you approve. Please furnish your 
code, and let us compare them." 

Atheist. — " As a code lor youth, I would say : ' Be neat, indus- 
trious, polite, honorable, and just.' This is about all that is 
needed. For adults, ' Be brave, energetic, jolly, and just j excel 
your friends in kindness, and your enemies in retaliation.' '' 

A motion being made and seconded to adopt this as the code 
of morals for the School, a spirited discussion arose, some points 
of which are given : 

Methodist. — " 1 perceive, Mr. President, that in giving up the 
Bible, we also give up all semblance of an authoritative moral 
code. Having given up the whole, we yielded all its parts. 
We have banished God and His Word from the School ! But, 
according to the principles which underlie our government, we 
cannot force the Bible upon others j and, as the Bible alone 
contains a code of morals, which has, or can have, any binding 
force upon conscience, we must be content to teach our children 
science at School, and morals and religion at home and in our 
churches. 

"As to the system now before the house for adoption, I feel 
indifferent. I care not whether it is adopted or not." 

Presbyterian. — " Mr. President : I feel very sad in view of 
the probable results of this no religion^ no-moral^ system of edu- 
cation upon which we are now about to enter. I must face the 
fact, as the last speaker declared, that God has been banished 
from our School, and that, so far as School instruction is con- 
cerned, our children are to grow up without moral training I 
have asked myself the question, 'Will God bless a School from 
which the patrons have said, ' Depart from us ; we desire not a 
knowledge of thy ways'? Will the moral atmosphere be very 
pure, where religion and morality cannot be taught? Will the 
Spirit of God be likely to overshadow a School from which 
God, religion, and morality are debarred by contract f What 
will be the type of men and women that will issue from such 
Schools ? I can not wish to change the vote of last night; but 
I confess, Sir, that I have very grave apprehensions for the fu- 
ture!'' 

Congregationalist. — " In driving out God, have we not taken 
2 



18 

in the devil, to be the presiding genius in our School ? God 
banished from this School ! What more does the devil want ? 
What greater victory could he achieve ?" 

Citizen. — " I don't see that we should be so apprehensive of 
evil. Let us teach our children their morals and religion at 
home, and let them learn the languages, mathematics, and the 
sciences, in School. As to the code now under discussion, it 
amounts to very little j but still it would be well (if any child is 
not taught at home) to kave a knowledge of even this little 
taught him at School. I am prepared to vote for the adoption 
of the code which is now submitted." 

The question was called for, and a very feeble vote pronoun- 
ced in favor of its adoption. When this vole was taken, Old 
Eilly Jones made his appearance on the floor; and, in a half- 
chuckling mode, he remarked, "Wo have gained a great victo- 
ry. Henceforth results will be great, and events will succeed 
one another with great rapidity.'' 

Atheist — Mr. President: Now that superstition and priest- 
craft have been driven from our School, I predict groat pros- 
perity for the youth of the land. They will now have an op- 
portunity to grow up without bias ; and, when they form their 
opinions without restraint, how much more noble and manly 
they will become ! We have but to carry out the spirit of the 
resolutions which we have voted, and see that our teachers con- 
form to the same; and prosperity will rest upon our children." 

Baptist — " I have been thinking much since our adjournment 
last evening. That we cannot teach any religion in our Public 
Schools without violating the spirit of religions liberty, I am ful- 
ly convinced ; and that we can not teach any authoritative mor 
al code in such Schools, is perfectly manifest, since there is no 
such code to be found outside the Bible ; but several questions 
have thrust themselves upon my mind, and these I will, with 
your indulgence state : 

" 1. What effect will the banishing of the Bible and of the 
moral law have upon the character and life of our children ? 

"2. Can a teacher, however much he may try, be absolutely 
neutral on the subject of religion and morality ? 

"3. If ho should he neutral, what effect would such neutrality 
have upon his pupils? And, 

"4. Will not the weeds ot vice, immorality, and infidelity, 
flourish in virgin soil, where all cultivation is absolutely prohib- 
ited? 



19 

"These and other questions have been troubling me sinoe we 
adjourned last evening." 

Fresident. — " There is no business before the house.'' 

Citizen. — "I move that we assemble here to-morrow evening, 
to discuss any and every question relating to our School, that 
may interest us.'' 

This motion was carried, and the meeting adjourned. After- 
wards the Trustees met for a moment, and agreed to shape their 
action according to the sense of the meeting. 



20 



CHAPTEE III. 

NEW TROUBLES DISCOVERED— -GOD AND SCIENCE INSEPARABLE IISF 
THOUGHT — A CONTRACTED COURSE OF STUDY. 

When the spacious room was filled to overflowing, and the 

house was called to order, Bishop — , of the M. E. Church,, 

arose, addressed the President, and read a very able essay on 
" Qodj Nature and Science^ He rea^ as follows : 

"God is the author of all existence outside of Himself. He 
created, from nothing, by the energy of His own will, the ma- 
terial universe, and all the countless orders of sentient beings, 
from the smallest insect to the loftiest archangel. He is the 
author, not only of all existence, but of all the laws which gov- 
ern the works of His hands. He is the grand source from 
which all life and law proceed. 

*'We hear mucli said of ' Tlie Laws of Nature/ What are 
these f Whence did they spring ? The laws of nature are the 
laws of Qod; or, to express the matter more explicitly, the 
laws of Nature are God's methods of controlling the works of 
His hand. The law of gravitation is not a power independent 
of God, but it is God's way of controlling matter. The laws of 
organic life, of mind, of spirit, would have no power whatever, 
but for the Omnipotent, Omniscient, Omnipresent Being who 
upholds all law. There is a vast deal of error in the world in 
regard to this subject. Men often speak as if Nature had intel- 
ligence and power | but this is a grave mistake. Nature, in itself 
is no more than a shadow. The Almighty works, governs, con- 
trols J and Nature is but the shadow, so to speak, of the Great 
Preserver^ 

" Science is the ' knowledge of many, methodically arranged.' 
The Science of Mathematics is a compendium of laws, or self- 
evident truths, relating to numbers and quantity. The Science 
of Botany, Geology, and Astronomy, is a compilation of facts 
and laws, telling us how God operates among plants, how He 
has constructed the earth and now preserves it, and how He 
rules the heavenly bodies. To study any of these sciences, and 
not be permitted to grapple with the laws of nature — which are 
God's methods of work — is something like feeding a hungry 
man on the odors avmng irom some fiavorite dish of food. The 
sense of smell may bring him delight for the moment, but it 



21 

will fail to impart strength to his body, or satisfy his hunger. 

"Here is a beautiful flower. After classifying it, the mind 
naturally turns to Him who made it. ' Who made it?' is the 
spontaneous question of childhood. In examining the earth, we 
find every where marks of greai power ; and it is unavoidable 
that we ask tcho or ivhat exerted this power. We see numer- 
ous marks of design; and must we not inquire for the Design- 
er? We see evidences of benevolence in the Designer; and we 
must of necessity admire, if we do not love, the great Being 
whose moral beauties are, though imperfectly, revealed in His 
works. Astronomy is a most sublime study. There we see 
vast numbers of most magnificent bodies moving with great ra- 
pidity, and with unvarying regularity; and the mind turns ne- 
cessarily from these wonderful effects to the cause which pro- 
duces and controls them. To say that all these wonderful move- 
ments are controlled by laic, is wholly unsatisfactory, unless 
we know whose law it is. Law is a principle or rule of action, 
and always implies a maker back of it. Law has no power in 
itself; and without a power outside to do the work, it is a 
mere abstraction, a negation. 

'* Every Science, aside from pure Mathematics, and the rudi- 
ments of spelling, reading, &c., rests ultimately upon God. The 
laws which figure prominently in these Sciences, are God's laws 
— or His methods of working, controlling, and developing His 
•own creation. To refer the student to law, and require him to 
stop there, is to block his path, and prevent his approach to 
Deity. 

"Intellectual and moral Science — the latter especially — loses 
its chief interest, if you are excluded from the great Intellect 
that controls all things. Our minds are effects. Effects must 
have causes, or a Cause. The mind of finite beings naturally 
turn to the great Mitid, the Author of all things. 

" We feel that we are subjects of moral law. Shall wo be de- 
barred from searching for the Law-giver, our Creator, our 
Judge ? 

"In the pursuit of any study whose laws rest upon Deity, it 
must be of incalculable detriment to the student to be kept back 
from Him ! It is like feeding them on hulls, instead of Jcernels ! 

"To sum up: It devolves on us now to ascertain, with as 
much accuracy as possible, what studies may be pursued in our 
School, without infringing upon the rights of any of the pat- 
rons. Those studies that cannot be properly pursued, we must 
discard from the Public School ; for our infidel neighbors will 



22 

not allow us to teach any thiog relating to God. And the Sci- 
ence that cannot be properly taught without reference to the 
Omnipotent Euler, should not be taught to my children in a. 
way to suit infidels. We are shut up, therefore, to the necessi- 
ty of teaching only tJiose drancJies that can be properly taught 
without any reference to Deity.''' 

This speech made a wonderful impression on the minds of the^ 
people who heard it. Many were distressed at the idea of cut- 
ting down the course of study, and confining it to the barren 
limits of godlessness ; after a slight pause, another speaker 
arose. 

Presbyterian. — '' The justness of the remarks of the gentle- 
man, who has just taken his seat, cannot be questioned. For 
mere creatures to study the vast works of creation, and not be 
permitted to inquire into the character of the Creator, is as ab- 
surd as it would be detrimental to their intellects and hearts. 
God is the Maker and Preserver of all things; and he who would 
gtudy His works to profit, must study Him. I agree that we can 
have only those studies taught in this School, which can bo 
properly taught without reference to Deity. We do not wish 
to violate the rights of others j nor can we afford to have our 
own trampled under foot. The thing now to consider is. What 
studies can be properly taught without mahing any reference 
to God r^ 

The President remarked that the audience might consider 
themselves as a " committee of the whole," to decide what stud- 
ies may be properly taught in the School. 

Atheist. — I object to any such course. I want my children 
taught all the branches that strengthen the intellect, and build 
up true character. Especially do I desire them to study Phi- 
losophy and all the Natural Sciences. To have a School, and 
not teach these, is the sheerest nonsense ! I am willing that we 
should exclude from our list of studies, Mental and Moral Sci- 
ence, so called, Evidences of Christianity (!) Butler's Analogy, 
and the like j but to throw out the physical Sciences, I will 
never give my consent V 

Beformer. — " We have given way to the last speaker until he 
seems to think he has us " all in a swing "; but he may as well 
be informed here and now, that he will not have his whims 
gratified in the matter of deciding what studies shall be taught 
here. We have respected his conscience and that of others, in 
allowing certain studies to be thrown out. Now, he shall re- 
spect ours on the same ground. To submit to have our chil 



23 

dren taught Science, and at the same time not allow them to study 
the Great Law, or Being, that supports Science, is out of the ques- 
tion. The influence of such teaching would tend directly to infidel- 
ity J and we don^t wish to make our children infidels. If we con- 
sent that God's Word, His law and His providence, shall not, out 
of deference to the conscience of infidels, be taught in our School, 
we are a little more sagacious than to have so much of Science 
taught our children as will suffice to insui'e their infidelity. What 
we have to do is, to classify the studies that can be properly j)ur- 
sued without involving the idea of Deity. And I mention the fol- 
lowing, for the consideration of the audience : 1. Spelling and read- 
ing; 2. Writing; 3. Geography; 4. Grammar; 5. Arithmetic; 6. 
Algebra; 7. Geometiy, Trigonometiy, Surveying, Engineering, 
and Navigation ; 8. Logic and Ehetoric ; 9. Ilistoiy; and 10. Lan- 
guages. This is quite a respectable course of study ; and by revis- 
ing our spellers, readers, and histories, and throwing out of them 
every name relating to Deity, and all religious and moral teachings, 
we may be able to agree." 

Bishop. — " This course is far more extensive than I am willing 
to allow. Spelling, reading, writing, and pure Mathematics, may 
be taught, perhaps without any sacrifice ; but how can we study 
Geography without any reference to God ? Or Histoiy, without 
regard to Him who establishes and tears down nations? Per- 
ha2:)S, too, I might concede that the bald forms of Ehetoric and 
Logic might be taught ; but who does not see that, to study these 
subjects properly, requires a knowledge of the laws of thought; and 
who can understand these without studying his relations to, and de- 
pendence upon, the God of thought? And if these studies may be 
pursued with better advantage in a School fi-om which God and His 
laws are not excluded, I feel that I must have them taught my 
children in such a School. 

" As to the Languages, they might perhaps be taught, without 
infringing upon the gi'eat principle of Eeligious Liberty ; but we 
would have to exclude heathen mythology, and exjjunge certam su- 
perstitious books from the course of study. And, as we have Col- 
leges and Academies, not supported by general taxation, in which 
the studies can be taught by Christian teachers, and in a manner 
not to endanger the morals or religion of our children, I decidedly 
prefer that my children should be taught in them." 

Citizen. — " I perceive that we are to have our course of study cut 
down to a mere skeleton ; and, for one, I am opposed to these hair- 
splitting distinctions. If, as neighbors and fellow-citizens, we can- 



24 

not agree to have a respectable com-se of study taught in oor 
School, I would prefer to " 

"I see! I see!" cried Old Billy Jones. "Tou have been allow- 
ing the various sects of Christians to fill your children's minds with 
their notions f and now when these vile superstitions are shut out, 
you desire to crijjple the whole system by confining the course to a 
few simple studies ! ' "What was sauce for the goose, is sauce for 
the gander.' Too late now to retreat from the issue !" 

Judge Stone. — " Mr. Chairman, it is now growing late ; and I 
don't see that we are likely to reach a satisfactory conclusion to- 
night, regarding the coui'se of study to be taught in our School. I 
think it would be better to take more time to consider this subject, 
which is environed with so many difficulties. The logical bearings 
of this subject are far-reaching. Those who believe that there is a 
God — Omnipresent and Omnipotent — who unceasingly rules all 
things, and who holds all His moral intelligences accountable to 
Him. dm-ing every moment of their existence, have made a very 
gi'eat concession, as I think, in allowing that the Bible, Eeligion, 
and Morality (as a divine system) shall be excluded from the 
School. Of course, I am aware of the nature of our Govei'nment. 
We must respect the rights of conscience, else we will have a union 
of Chui'ch and State — a union which cursed the world for many 
ages ; but, still, I am hardly prepared to see how elements so far 
asunder are to be harmonized in the same School. The antagon- 
ism between Christianity and Atheism is complete j and how a sys- 
tem of education that would satisfy the Atheist, can ajDpease the 
conscience of a Christian, I am at a loss to comprehend. ' How 
can two walk together, except they be agreed f In view of all 
these difficulties, I would suggest that further time be allowed for 
the consideration of the subject." 

Ba/ptist. — " I am aware, Mr. Chairman, of at least some of the 
difficulties which lie in our way. We have given up the Bible, re- 
Harion. and an authoritative moral code. This we were forced to 
do out of deference to the conscience of our infidel neighbors who, 
like us, have paid their taxes to support this School. This same 
principle demands that only those studies which do not involve the 
idea of God, religion, and morality, shall be taught in this School. 
In regard to the number and scoj^e of such studies, there may arise 
a diffference of opinion. Indeed, we see that such diiferenee does 
already exist. Who is to decide in this matter ? I confess. Sir, 
that I would not be j^leased if the necessity of making this decision 
were forced upon me. And if this question were out of the way, I 
am not prepared to say that I would be willing to send my chil- 



91^ 



•dren to a School from which God has been excluded by proclama- 
tion, and from which His word is thrust ! What must be the effect on 
the heart and head — the affections and the intellect — of my children, 
when they are informed that the word of God, His law, and His 
religion, are to be spoken of no more m their School ? Will they 
not conclude, and very naturally too, that rehgion, with all its con- 
comitants, is of less importance than a little education ? And when 
once they get this thought in their minds, will they not learn 
to despise a rehgion that is not worth teaching in School ? The 
natural result of tliis course will be to bring up a nation of infidels ? 
What a dark, dismal, and poisonous place must the School-room be, 
when the light of God is, by agreement, shut out ! What an un- 
wholesome influence must fall upon our children, when God's word 
is withdrawn ! I am not willing, as a parent, to imperil the im- 
mortal interests of my children, in order to have them educated. 
If they cannot be educated under such influences as will give them 
a fair chance for heaven, I would prefer that they should remain 
in ignorance. I do not feel that it is my duty to keep my children 
in School under influences likely to make them atheists, in order 
that the children of atheists may be kept from becoming Chris- 
tians ! This whole question is manifestly wi'ong somewhere, else 
there could not arise so much fi-iction in the operations of our 
School." 

Without setthng the course of study, the meeting adjourned to 
.assemble at the same place the next evening. 



26 



CHAPTEE ly. 

OTHER DIFFICULTIES — THE AGREEMENT TO TEACH NO RELIGION IM- 
PRACTICABLE — THE SILENT INFLUENCE OF TEACHERS, &C. 

When oj'der was resumed, Professor W — arose, and read the fol- 
lowing essay : " Mr. President : Having attended all the meetings 
held here for the past few evenings, and feeling a deep interest in 
the subjects discussed, I will, with your permission, read a brief es- 
say on the subject, ' The Teacher^ Silent Influence.^ " 

" Since it has been decided that no religious or moral training 
shall be allowed in this School, my mind has been deeply absorbed 
in the question, ' Oan the agreement he carried out V I have 
been led to this train of thought by my knowledge of the silent in- 
fluence which the teacher exerts over his or her pupils. A teacher 
myself for many years, I have learned a number of facts that have 
come under my personal observation, which go to show that the 
influence of the teacher, for good or evil, is very potential with his 
pupils. I knew an infidel teacher in a certain School, who was, in- 
tellectually, well qualified for his position. Besides, he possessed a 
remarkable degree of enthusiasm, and evinced great fondness for 
his pupils. It was observed that he never attended church. If he 
ever spoke a word to one of his pupils, with the view of inducing 
him to follow his example, no one of the patrons ever knew it. 
This teacher taught the same School for six or eight years. Before 
he left, it was apparent that a large number of those whom he had 
taught, had adopted his infidel notions. They would not attend 
church J and were ready to ridicule all those who felt that they 
must be saved through the merits of Christ. Thus a wonderful 
change was wrought in the religion and morals of the youth of this 
community. Another example : I knew a Methodist, who taught 
a Public School for several terms in a community made up chiefly 
of Presbyterians and Baptists. The teacher ivas a good man. Af- 
ter the first year, it was observable that a number of the children 
of the Baptists, esj)ecially, had united with the Methodist church 
some miles distant from the School-house. Indeed, it may be said 
that the strength of that Methodist church came from the influence 
of that Methodist teacher, though, so far as I know, he was never 
charged with proselytism. 

" I also know a similar instance in the case of a Baptist teacher. 
He was a competent and very earnest teacher ; and one of the nat- 
ural results of his influence was seen in the fact that quite a num- 



27 

ber of Methodist, Presbyterian, and other youth, became members 
with him, of a Baptist church. 

" I might adduce a number of other instances, hke these, all go- 
ing to prove that the silent influence of a teacher is one of the most 
j)otcnt factors connected with the School-room. ' Like priest, like 
people,' is a proverb whose truth is generally admitted ; but it is 
not more true than ' Like teacher, like ^u^iV 

" ^o-w, the question returns, Can this community carry out the 
agreement info tvhich it has solemnly entered, to teach no Bible, 
no religion, no morality f 

" I don't beUeve such a thing possible. K you put an Atheist in 
the School, his personal influence over his pupils will lead some of 
them to follow his example. The simple knowledge that he is an 
infidel, will bias many in that dii'eetion, if he is a man of positive 
character, and competent to teach. The same result will follow, if 
a Jew, a Catholic, a Eeformer, Baj)tist, Presbyterian, or Methodist, 
is placed in the School as teacher. The school must, therefore, be 
inin, more or less, in the interest of that denomination, sect, or class, 
that furnishes the teachers ; and hence it is impossible for you to 
run the School on the principle proposed. 

" There is another feature of this subject to which I invite your 
attention. It has been hinted at more than once in the sj)eeeh- 
es made last evening. It is this : To banish religion and the Bible 
from your School, gives the devil a ivonderful advantage. 
"Would his Satanic majesty ask more ? If religion is not taught, 
will not irreligion grow and thrive ? We all — I mean the relig- 
ious portion of the audience — know that the human heart is much 
better suited, by natm^e, to produce the weeds of vice and ii-relig- 
ion, than those of virtue and religion ; if, then, you agree that no 
religion or sound morality shall be taught, what will prevent infi- 
delity and immorality fi"om springing up and choking out all other 
gi-owth ? In this view of the subject, I am prepared to give it as 
my solemn conviction, that the children of Christian parents will 
labor under great disadvantages in a godless School." 

Billy Jones. — " It is not difficult to see the drift of things. ' Eule 
or ruin,' is the motto of these irrepressible Nazarenes! If you will 
let them run it to suit their notions, it is all well ; but, when others 
come \\p and assert their rights, the thing is changed !" 

Methodist. — '' ' Till recently, I never heard any complaint about 
the Bible's being in the School. So long as that was the case, I 
felt that it was a privilege to have that blessed Book read every 
morning and evening in School, then to listen to the sweet songs of 



28 

Zion as they pealed forth from the happy students, and to join, 
at times, in the earnest prayers that ascended to heaven from 
the lips of the pious principal j but when a number of atheists 
and infidels of different types moved into our midst, the cry of 
"religious liberty," "persecution," &c., led us — the ruling ele- 
ment in this community — to agree to take the Bible out of the 
School, and prohibit all religious instruction. As matters now 
stand, I do not see that we could have done less; but, in doing 
this, we have taken away one of the chief attractions to me. 
The essay read by the learned Professor, unquestionably con- 
tains much truth. I heartily concur in the belief that the teach- 
er's silent influence would break over the barrier erected by 
these discussions ; and if only orthodox Christians were permit- 
ted to teach, even noio the influence for evil might be partially 
counterbalanced, but what would the religious patrons of the 
School think or do, if " 

Atheist. — "Speak it out! You mean, Hf an Atheist, Jew or 
Catholic should receive an appointment as teacher ! The gen- 
tleman's speech goes to show that, in throwing out their Bible 
and religion from the School, he and his friends have not done 
;S0 in good faith. They hope to effect, through ' orthodox Chris- 
tian teachers,' a part, at least, of the good (!) which they think 
they have lost by having their religion formally put out of 
the School ! This may be hOnest dealing for the ' orthodox,' but 
it does not accord with my notions of honor. For my part, I 
would be perfectly pleased, if my own doctrines could never be 
known or thought of in the School, if all others were equally 
disposed to do right. But this is not the case. I can readily 
foresee that there will be all sorts of combinations^ in order that 
Christian — '•orthodox^ Christian — teachers may fill the posi- 
tions in the School !" 

Billy Jones. — " Exactly so ! You have struck the nail on the 
liead! The 'orthodox' will teach, and, through their ^silent 
influence, still propagate their religion, just as if they had not 
agreed to Jceep it out ! Is this honorable f Is it right f 

Presbyterian — "I, think the time has come for plain, candid 
speech 5 and I will here state that there is an irreconcilable an- 
tagonism between Christianity and atheism. The atheist can 
well afford to be indifferent on the subject of religion; but the 
Christian cannot. The atheist has no preparation to make for 
the future life ; but the Christian has. Our chief concern is to 
prepare ourselves, and, so far as possible, our dear offspring, for 
mansions of glory in the life to come. We look upon the pres- 



29 

sent life as the time in which we are to prepare for our future, 
eternal existence J and, hence, we have no time to lose, either 
for ourselves or our children. We believe that Christ's is the 
only name through which Heaven can be entered — hence it is, 
that we feel so much grieved at the necessity for having that 
name thrust out of our School, To the atheist ail these things 
appear foolish. The antagonism is complete." 

Jew. — " The gentleman's antagonism need not all be directed 
against the Atheist. In regard to the chief point in his creed, I 
am as much his antagonist as the Atheist. I hate the name 
which the 'orthodox' love most. I will never consent for that 
name to be adored in a School which my money aids in sup- 
porting. As to proselyting others, I have no desire in that di- 
rection. If Christianity can be kept out of our School, I shall 
be content; and I hope that our ' orthodox' neighbors will have 
the common honesty to observe their plighted faith, and thus 
'let us have peace.' " 

Baptist. — "If this meeting should serve the purpose of devel- 
oping all the antagonisms that cluster around the School ques- 
tion, it will not be in vain. For one, I can say that I greatly 
regret the necessity of differing with any of my neighbors; but 
my allegiance to Christ would lead me, I trust, to take a stand 
alone, if need be. We have agreed to take the Bible out of the 
School, and keep out all religious instruction, because, under 
the circumstances, we felt that it was right to do so. I jierceive 
the great disadvantages that will probably result to Christianity 
from the step we have taken ; but if it devolves upon Chris- 
tians to seek to reduce their religious and moral influence to 
zero, in order to keep in fellowshij) with the School, then I must 
declare that I will have no more part nor lot in the matter. To 
agree to do such a thing, is in my judgment, treason to Christ. 
Eor me to place my children in a School where I could not 
pray for their conversion at any hour, or where their conver- 
sion would be regarded, by their teachers, as a misfortune, 
would be a very sinful act on my part. I am one of the trus- 
tees of the School; and, as I cannot afford to take a position 
dishonoring to my Master, I shall resign, and retire from the 
School. It can never be right for a Christian to seek to neu- 
tratralize his influence in the cause of Christ." 

President. — "I do not see that we are making any pro- 
gress, except in the yvny of developing antagonisms. No course 
of study has been agreed upon ; and the tendency of the pres- 



30 

ent discussion is, to show that nobody is prepared to teach fhe 
School under the new regime^ 

Reformer. — " We are not so anxious to get through with our 
business as we are to do it well. It is better that we take time to 
develop, as has already been said, all the essential antagonisms in 
the way of running our School; so that, if possible, we may remove 
them; but, if this cannot be done, we may direct our course ac- 
cording to the dictates of reason. On thinking over the sub- 
jects that have been discussed here ii'om time to time, the fol- 
lowing summary may be made: We all agree — 

1. That the Bible shall not be kept or publicly read in the 
School. 

"2. That no other religious book, or system of religion, shall 
be taught here. 

" 3. That no authoritative system of morals shall be incul- 
cated or taught. 

" All seem to be united thus far. Many of us feel that it is a 
great hardship to yield the three points above mentioned; but 
we cannot get our consent to force the consciences of others of 
our fellow-citizens, who repudiate our religion. These meet- 
ings have also developed the following points of antagonism : 

" 1. A disagreement as to the exact course of study that can 
be properly taught in our School ; and, 

" 2. A constant contention, that is likely to arise, as to who 
shall teach. 

" It may as well be known now as at any other time, that I 
and the people with whom I worship will never consent to have 
an Atheist, or an avowed Infidel, or an ' infallible ' Catholic, 
teach our children. We know well the influence that a teacher 
is likely to exert over the minds of his pupils ; and as the 
Christian religion is the most important lesson that can be 
taught, we do not wish our children to be educated under influ- 
ences calculated to lead them from it. It would be very sinful 
in us to jeopardize the greatest interests of our children, for the 
sake of giving them a little education." 

Catholic. — " I am glad the gentleman has had the candor to 
throw off the mask, and let us see exactly what he is. I can re- 
spect an open enemy. He says that he will never submit to 
have an Atheist, Infidel, or Catholic teach his children. This 
does not astonish me. The errors that have crept into his head 
and heart, respecting matters of religion, are so radical that he 
is not prepared to see any good even in the Holy Catholic 
church. I am not astonished that he should not wish an Athe- 



31 

ist, Jew, or Catholic to instruct his children. I can say, with 
equal candor, that I do not wish Catholic children taught by 
such as he, or by the ' Protestants,^ so-called, or the descendants 
of ' the old heretics/ And yet, though the Catholic church has 
made this open declaration for many years past, the consciences 
of her people have not been respected till very recently, and 
not everywhere even now. We have been taxed, just like oth- 
er people, to support Schools which Catholic children could not 
attend; and that, too, in free America, where the fundamental 
law, it is claimed, respects the conscience and religious rights of 
all ! I^Tow that the law begins to be properly understood, and 
the influence of the Holy Church begins to be felt, men who 
have hitherto dragged the Protestant Bible into Schools sup- 
ported by public funds, and have managed, with rare excep- 
tions, to have their own teachers instruct the children in these 
Schools, begin to see the matter in a new light ! It makes a 
very great difference as to ''whose ox is gored? 

'"The Catholic church against the world,' is our motto. 
!None of her faithful subjects will ever consent to commit the 
education of their children to alien hands. 

"Our education is an essential part of our religion; and the 
only teachers whom we deem qualified to teach, are those who 
have orders from the Church. I recognize the antagonism 
named by the previous speaker and others; but, Mr. Chairman, 
there is more antagonism that has not been named." 

Atheist. — "I have been taxed uniformly to support Public 
Schools, and never till now have my rights had any prospect 
of being respected. It has been generally known that I had an 
utter contempt for every phase of the Christian religion, and 
that I did not wish my children t?.ught religion of any kind; 
still, for these long years, my protests have been disregarded. 
And when all things seemed to be assuming a lovely attitude, 
and all superstition seemed likely to be thrust out of our 
School, gentlemen begin to speak of ^antagonisms? and threat- 
en to abandon the School entirely. Why should a Christian 
have less of the principle of conciliation and concession than an 
Atheist r 

Presbyterian. — ''I think I can answer the gentleman's ques- 
tion. The Christian has a conscience trained under a sense of 
personal accountability to a personal God; while the Atheist 
has no such conscience. The Christian would, if true to his 
Ood and to himself, sacrifice life sooner than violate his con- 
science. The scope o^ Christian conscience is much more ex- 



32 

tensive, or comprehensive, than tliat of the Atheist. With the 
latter's views of the future, it must be a matter ot comparative- 
ly little concern whether his children learn this or that, pro vi- 
ed only they keep clear of religion. With the Christian it ia 
quite otherwise. An eternity of weal or woe depends upon the 
adoption or rejection of the doctrines of the Bible; and it is not 
strange, therefore, that the Christian parent should be unwill- 
ing to concede that upon which the eternal destiny of his chil- 
dren depends. He might make concessions, where mere whims 
are involved.'' 

Judge Stone.— '■^ It must be a matter of pride to all present 
that, while there are radical differences of opinion among us, 
we can, in a courteous manner, state, and discuss these differen- 
ces. Society will never assume its true position, until the dif- 
ferent elements composing it can, in the spirit of toleration, be 
permitted to state their views and preferences, with the assur- 
ance that the primary rights of each shall be respected by all. 
The disposition to respect the rights of conscience, has been 
prominent in all these meetings; and so long as this is the case, 
I hope we will continue to assemble here, to discuss this matter 
of Public Schools in all its phases.'^ 

Adjourned to meet the following evening. 



33 



CHAPTER Y. 

OTHER ANTAGONISMS — UNEXPECTED DIFFERENCES OF OPINION — 
ARCHBISHOP S , AND OTHERS. 

It is wonderful what a quickening of thought had been effect- 
ed in the people of this beautiful city. The papers, too, were, 
of course, filled with reports of the proceedings of the meetings. 
While some few of the editors and their correspondents lament- 
ed the discord developed in the discussions, all agreed that the 
matters discussed were of the highest importance. 

A crowded room was expected on the occasion of the next dis- 
cussion j and so it turned out. Indeed, many had to stand 
around the doors, and some left for want of a place to stand. 
Before the meeting was called to order, it was observed, by the 

President and others, that Archbishop S , from the city of 

, was in the audience. It was whispered to the President 

that this honored dignitary of the Catholic church would, 
though a visitor, be pleased to make some remarks early in the 
meeting. "When the meeting was called to order, the President 

stated that Archbishop S was in the room, and that he 

would be expected to make some remarks on the occasion; 
whereupon 

The Archbishop arose, and said: "I thank you, Mr. Presi- 
dent, for the courtesy you have extended to me; and, at your 
request, I will state my views, in part at least, on the grave is- 
sues which have, as I learn from the Daily Press and from my 
worthy brethren, been discussed here for the past few nights j 
but I prefer to reserve what I have to say until it may become 
proper to express it." 

Citizen.— ^' I move, Mr. President, that this meeting be devo- 
ted to the work of developing further the antagonisms that en- 
viron our Public School." 

The motion was agreed to ; and the President said : " You 
understand the design of the motion ; and I hope that you will 
all show the same forbearance and courtesy which have charac- 
terized most of the speeches during the past discussions held in 
this place. We are now ready to proceed to business." 

Bishop , of the M. E. Church. — " I have, Mr. Chairman, 

thought most earnestly, for several days past, on the subjects 
involved in these discussions. I confess, Sir, that the diflScul- 
3 



34 

ties multiply as we advance ; but, as when a person is attacked 
with some violent disease, it is better for him to have his mala- 
dy submitted to a most thorough diagnosis ; so, when a com- 
munity is afflicted with divers discordant opinions and princi- 
ples, it is best for men of gravity, sagacity, and candor, to probe 
the disease to the bottom, and prescribe such remedies as may 
be deemed most fitting. In the remarks which I now make, I 
represent, in strictness, only myself. It will not be criminal, if 
my own people should dissent from my views on this subject. 

" It has been decided by the citizens of this place that we 
cannot, without violating the spirit of our government, force 
the Bible, or any religion, or an author itative moral code 
(for such a code is found only in the Bible), into our Public 
School. We all love our government, and do not wish to in- 
fringe upon any of its provisions. We, also, are willing to do 
to others as we would have them do to us. W© do not wish 
others to force their religion on us or our children ; and, in 
turn, we have no disposition to thrust our religion upon them. 
It would be better, in my judgment, that the Public School sys- 
tem should be abolished, than that this great fundamental prin- 
ciple of religious liberty should be set at naught. On this prin- 
ciple I am willing to stand or fail, as Providence may appoint. 

" It is, also, manifest that the observance of this great funda- 
mental law — the Magna Charta of American Liberty — requires 
that only such studies can be pursued in our Public Schools, as 
do not involve the idea of Deity, or His laws and His Providen- 
tial dealings. To this principle I must give my hearty assent; 
and still I know that this will eliminate, from the course of 
study, many essential branches of education. How many will 
be lopped off, remains to be seen. Whether the course of study 
that will finally be approved, will be of sufficient note to merit 
the patronage of the better portion of the public, I am in doubt. 
It is, also, patent to all, I think (and it has been made to appear 
in these meetings), that it is impossible to teach a Public 
School, on the principles above agreed upon by our fellow-cit- 
izens, without violating the spirit of the agreement. 'The si- 
lent influence of teachers' must destroy the equilibrium, so to 
speak, and leave the moral and religious tone of the pupils dif- 
ferent, at the close of each term, from what it was at the begin- 
ning. This result would be unavoidable, even if the teachers 
were to strive te be perfectly neutral in their influence in th's 
req:ard. But all teachers would not seek to be neutral. Some 



35 

would, as far as they dared, labor to bias the minds of their pu- 
pils in favor of their religion. 

"In view of all these facts, and the additional one, that no 
conscientious man — especially a Christian — can, as I think, 
agree to relinquish his moral and religious influence lor a sin- 
gle moment, I am prepared to state, as an honest, God-fearing 
Christian, that I could not take a position as teacher in any 
such School, nor otherwise give my countenance and support 
to it. 

"To continue in this same strain of candor, I would prefer that 
all my children should have died in infancy, than that they 
should be brought up by Atheists, Jews, Infidels, or Catholics. 
And yet, as these classes all pay their taxes to support the 
Public Schools, they should be, and are, eligible, if otherwise 
qualified, to teach in these Schools. 

"If there could be a separation of elements in such a way as 
to have the 'orthodox' churches work together in this matter 
of public instruction, and leave out all others — allowing every 
one to form such alliance as his own interests and conscience 
might dictate; if some such arrangement as this could be made, 
I might be willing to co-operate as heretofore; but as matters 
now stand, I wish to be counted out." 

Archbishop S ."Mr. President: Had the worthy gen- 
tleman who has just taken his seat, been a Catholic, he would 
have made a good one, and might have risen to high distinc- 
tion. I am glad to know that the protests of Anti-Protestants 
are beginning to be felt in this country. The Catholics, for 
years past, have been taxed to support the Public Schools; 
they have, as a general rule, been excluded from the School 
room as teachers; the Protestant Bible has, in many instances, 
been thrust into the Schools over our protest; teachers of her- 
esy have, I may say, almost usurped the positions in these 
Schools; and Catholics have been compelled to send their chil- 
dren to such Schools, allow them to grow up in ignorance, or 
send them to Catholic Schools. But times have changed ; and 
now, when our Protestant friends can no longer manipulate 
these Schools to suit their own purposes, they are willing that 
they should die ! If the Bible oP heretics and heretical teachers 
cannot fill the Schools, supported in large part by the taxes of 
Catholics, Jews, and Infidels, these haters of the Mother Church 
are willing to retire, provided they can form another alliance ! 
They were willing to oppress others / but, on the mere pros- 
pect of being oppressed themselves, they throw up their hands 



36 

in holy horror, and wish to secede ! Perhaps they will have a 
keener relish for 'liberty of conscience '—of which they boast 
so much— when they are made to drink of the bitter cup which 
they have so long pressed, with defiance, to the lips of Catholics, 
Jews and many others! But, after all, I imagine that they will 
not find secession as easy a matter as they imagine. Others 
may have a voice in this matter. It seems to be the settled pol- 
icy of the United States G-overnment to have a free School sys- 
tem; and so firmly has this idea been established in the pub- 
lic mind, that it will not likely be eradicated in our day. It is 
wise to adapt ourselves to our necessities. ' What cannot be 
cured, must be endured/ If the system of free Schools contin- 
ues, as I believe it will, it becomes the true people of God to 
seek to guide it in the proper channel. 

" But I wish to show the gentleman that the alliance to which 
he alludes, would be but a farce, even were it established. I 
pretend not to know how ipany sects of Christians, so-called, 
there are in these United States. There are the old heretics, or 
Baptists, known anciently as Anahaptists — how many schools, 
or divisions, of these there are, I know not ; then there are Pres- 
byterians of different Schools j Methodists, of as many } Congre- 
gationalists ; Lutherans j Moravians; Campbellites ; Reformed 
Dutch, and several others. Now, let us suppose that these 
should all agree to co-operate in the work of education. How 
long would things remain lovely f Would not the old ' hard- 
headed,' 'hard-shell' Baptists wish to manipulate matters in- 
such a way as to promote the interests of their denomination ? 
Would they not be pushing in, on the sly, their tracts on 'be- 
lievers' baptism,' ' Immersion essential to baptism/ ' Persever- 
ance of the saints/ ' Close communion,' &c.? Would not the oth- 
er denominations, each, be equally zealous to have the interests 
of their respective churches promoted through the agency of 
their teachers in the free Schools? There is no truer saying 
than, ^ How can two walk together, except they he agreed,' un- 
less it be that ' How can a score or more walk together, except 
they be agreed.' But we hnow that there is a radical difference 
among the more prominent of these denominations; and that 
these differences, unless they can be conscientiously given up, 
would lead to endless wrangling and interminable efforts at se- 
cession in the future. 

'^'When Christ was to be crucified, Pilate and Herod made 
friends.' So, when Catholics are to be oppressed, or baffled in 
any way, the sects form an alliance. On any other ground,, 



37 

they are hostile, and will, I imagine, grow worse and worse, until 
the erring ones retui-n home. Then we will have peace/' 

This speech excited more feeling than all the others had done for 
the several nights past. A cold shudder was made to pass over 
many, as they called to mind the bloody Inquisition, and the 
.countless atrocities of those countries fi'om which religious liberty 
was formerly excluded. " Will free America ever become the scene 
of such outrages ?" " Does the Archbishop foreshadow the future 
policy of the Catholic Church in regard to the management of the 
free Schools ?" " Will that powerful body of Christians, with the 
Pope at their head, ever get possession of our Schools ?" " Does 
the ^ peace ' with which he closes his speech, mean the peace that 
comes fi'om the guillotine, the dvmgeon, the faggot?" Questions, 
such as these, arose in the minds of the audience, as they listened 
to the confident utterances that fell from his lips. Before any one 
■ else had an opportunity to rise, up popped Old Billy Jones. 

" Mr. Chairman," said he, ^' The Archbishop is right. The ' or- 
thodox ' sects can never agree among themselves. Eeligious bigot- 
ry and prejudice are the strongest elements in Christian character. 
If these sects were united in the work of education, they would soon 
fall out and fight. For my part, I desire the School system to be 
pei-petuated, provided it can be done in the absence of all religious 
and moral teachings." 

At this time a venerable gentleman — a Baptist minister — took 
the floor. 

"Mr. Chairman : We have heard some telling speeches here this 
• evening ; and as I have not expressed my views in this room hith- 
erto, I beg the privilege of making a few statements before this in- 
telligent audience. 

" I heartily endorse the speech first delivered here to-night, with 
the exception of the closing paragraph. He referred to a possible 
alliance of certain denominations, in the work of education. For 
reasons obvious to my mind, I should oppose any such alliance ; 
and I suppose that, on more mature reflection, the worthy gentle- 
man would himself oppose it. We all have, or are supposed to 
have, our conscientious convictions, which are dearer to us than life 
itself Our government is but an outgrowth of this eon\action. 
We cannot afford to infringe upon the rights of conscience, else 
om*8, in turn, might be disregarded. In all these matters I am in 
perfect accord with the speaker aforesaid; but of one sentiment 
which he uttered, I am especially proud. I don't remember his 
language, but the thought was this : ' I cannot agree to neutralize 
my moral and rehgious influence for a single moment.' And yet 



38 

the religious teacher in one of our reconstructed Pubhe Schools 
would have to sink his moral and religious influence, while teaching 
such a School, unless he should violate the spmt of the compact 
upon which the School is founded. The inferences which the speak- 
er drew were also worthy of him, viz., that lie could not teach un- 
der such restrictions, nor give his support to Schools founded on 
such compromise, 

"Allow me here to inquire, Mr. Chairman, into the cause of this 
terrible friction that is now observed in different parts of the coun- 
try. To do this in as few words as possible, I vnll state some gen- 
eral principles to which, I presume, most of this audience will yield a 
ready assent: 

" 1. Man owes his first and highest allegiance to his Creator 3 

" 2. His next duty is to his wife and children ; 

" 3. Then to society. 

" 4. Government is the agent of society ; therefore, 

5. " Government should be so constructed as to secure the greatest 
amount of good to all its citizens, protecting the rights of each. 

" As inferences from the above, I state the following : 

" 1. Loyalty to God requires that no man or government shall 
be allowed to interfere with the duties which we owe to Godj, 
and that every man must, ultimately, interpret these duties for Mm- 
self. 

" 2. ■ Society always errs when it incorporates in government any 
law which, in its legitimate operations, interferes with the rights of 
individual conscience. 

" 3. Society, or the people, should always modify or repeal any 
law which invades the domain of conscience in any class of its mem- 
bers. 

"Had these fandamental principles been duly recognized, and 
weighed in all their bearings, the present system of free Schools 
would never have been established. Eeligion and education are so 
closely allied, that he who controls the latter, will exert a wonder- 
ftil influence over the former ; and the parent who beheves he has 
the true religion, would be singularly stupid, or remiss in duty, if 
he would allow his child to be tui-ned away from his religioD. In 
charity, I judge that the people of the different States in this gov- 
ernment, did not see the full bearing of the Public School system, else 
they never would have inaugurated it. To repeal it, is the only 
wise com-se. We should never do evil, that good may come. I 
have much more that I would like to say, and some things in con- 
nection with what the ArchbisJiop said -, but I must close with a 
few brief statements. 



39 

" 1. Whatever of oppression has been imposed upon any Catho- 
hc or other citizen in connection -with the fi'ee School system, is to 
be deplored. I always thought it wi-ong to force a tax from a peo- 
ple to support a Public School, and then have the School run on 
such princijiles as to prevent any portion of the tax-payers from 
patronizing it. Such a course is, axiomatieally, ^crong. 

" 2. It is now clear to my mind, and I have for a long time be- 
lieved, that the ruling spirits in the Catholic chm-ch never cried 
out 'persecution,^ because, under similar ch-cumstanees, they would 
not have oppressed others ; but they did it for another reason. 

" 3. From the tenor of the Archbishop's speech, I am led to in- 
fer that he would have no objection to the Pubhc School system, 
provided it could be run under Catholic auspices. 

4. "The 'peace^ to which he so ominously alluded, is the peace 
which, I hope, our American people will never have." 

The old gentleman was loudly applauded as he took his seat. 

Citizen. — "These gentlemen seem to have forgotten that the 
law of education is compulsory. 

Adjourned to meet next Monday night. 



40 



CHAPTEE VI. 

COMPULSORY EDUCATION — ffHE DRIFT OP THE WHOLE SYSTEM, &C., &C. 

On Monday eyening, at the usual hour, a very large audience as- 
sembled, eager to hear more that might be said on the School ques- 
tion. The previous discussions had awakened thought and doubts 
in many minds, unaccustomed to think seriously on this subject. 
The Legislature had passed what is known as "the compulsory 
School law ;" but it had remained as a dead letter, no one in this 
State having ventured to put it into execution. Soon after the 
meeting was called to order, an earnest speech was put forth in de- 
fense of the free School System, and the attention of the audience 
was called to the compulsory law. 

Citizen. — " I regret exceedingly, Mr. President, to see the strong 
current which has been gathering for the past few nights, and 
which, unless checked, will lead, I fear, to serious consequences. 
"With the hope of beating back this current, or of scattermg it alto- 
gether, I appear before you on this occasion. If there is any one 
thing well established in the minds of the American people, it is, 
that they intend to have a free School system. 

" What would become of the hundreds of thousands of poor chil- 
dren in the land, if the free Schools were closed ? The answer is 
plain. They would grow up in ignorance and vice ! Can the gov- 
ernment afford this ? Can the republic stand, unless it is support- 
ed by an intelligent and virtuous people ? Xo, Sir ; it would crum- 
ble, and fall to pieces of its own weight. 

" Besides, Sir, it is far cheaper for the State to educate its poor, 
than to feed them as paupers, and provide accommodations for 
them as prisoners and criminals.'' 

" Humanity says, ' Educate the masses ;' Eeason, the same ; and 
Justice says, 'it shall he done.^ I close these remarks by calling the 
attention of every law-abiding citizen present, to the Compulsory 
Law. If any man does not wish to be, and to be regarded as, a 
felon, let him abide by the Law.'' 

Reformer. — " Mr. President : I supposed when the gentleman 
teg an his speech, that it would be one of considerable length ; but 
if he has said all that can be said on the subject, I see nothing that 
is likely to heat hacJc the 'counter current' with very much force. 
I will notice only the last point — The Compulsory Law argument. 
And, as I am rather partial to the Socratic method of developing 
ti'uth, or of exposing error, I will ask, and answer in turn, a few 



41 

•questions. Accordingly I ask, "Would he [the former speaker] send 
his children to a Public School, out of deference to the Compulsory 
Lmc, if the School were coiitrolled and taught by proselyting 
teachers of a religion that Jie thinks to be ruinous to his children? 
"VYill the gentleman answer ?" 

Citizen. — " I would put out such teachers." 

Reformer. — " The gentleman dodges the issue. I now ask him, 
if he would send his children to such a School, if he could not put 
out such teachers ?" 

Citizen — " Of course, if 1 could not put them out, and if I 
really believed that they would ruin my children, I would not send 
to it." 

Reformer. — " For a sufficient reason, then, you would violate 
the law ?" 

Citizen. — " Of course, who would not ? But I see no such teach- 
er in any Public School within my knowledge ; nor do I think that 
any such reason is likely to occur." 

Reformer. — " The gentleman admits that for a sutficient reason 
he M'ould disregard this law. I now ask him who is to judge as to 
when a reason is sufficient — himself or some one else ?" 

Citizen. — "Every man must judge for himself, when he thinks a 
reason sufficient ! I am astonished that he should have propound- 
ed such a question." 

Reformer. — "I simply meant that every man must be his own 
judge as to the sutficiency of the reason that induces him to keej) 
his children from School, in violation of the Law." 

Citizen. — " I so understood jovl at first." 

Reformer. — " Another question : Has not every other citizen the 
same right as j^ourself, to keep his children from School for what 
appears to him a satisfactory reason ?" 

Citizen. — " Most assuredly !" 

Reformer. — " If, then, every citizen has this right, the law is, 
:and must be, a mere brutum fulmen ; and all such laws, as being 
worthless and foolish, should be repealed. The better portion of 
the American people are not yet prepared to obey any and every 
law, regardless of its requirements." 

Citizen. — "But what would you do, if the strong arm of the law 
•should take hold of you, and thrust you into prison ?" 

Reformer. — " I would get out as soon as jjossible, and rally the 
people to repeal the law." 

Citizen. — " But what if you should fail ?" 

Reformer. — " I would ap])ly for expatriation papers ; and leave 
a comatry cursed by such a law !" 



42 

Reformer. — "What would you do, in the case you supj)Ose?''^ 

Citizen. — '■'■ Well, I hardly know." 

Reformer. — "Then, you think this law should be repealed?" 

Citizen. — " The design of the Taw, as I have been told, was to 
reach a very poor and ignorant class, especially foreigners, who 
take no interest in the education of their children. It was 
thought that such a law would stimulate them to send their chil- 
dren to School, and thus make respectable citizens of them. 
The law was never intended to apply to the better class of citi- 
zens." 

Reformer. — "Why, then, did you refer to it as a reasoit to 
break the ^counter current'' to which you alluded? But you 
say the law was designed to apply to only the lower class of our 
citizens; it comes under the head, therefore of what is styled 
Class Legislation, and, for that reason, it should be repealed.'' 

Presbyterian. — "I think this view of the compulsory law has 
been very thoroughly exposed; yet^ with the permission of the 
chairman, I would like to say a few things on this general sub- 
ject. And I may here say that the Bihle is fhe booJc which has 
more authority with me than any or all others; and, from this 
book, I learn that parents, and not the State, must look to, and 
provide for, the education of their children. Both the Old and 
the New Testaments have much to say on this subject. They 
assume, throughout, that the duty of educating and bringing up 
their children belongs to the parents. If it can be done better 
by another, it is clearly the duty of the parents to provide such 
instructors. They should have the right to choose their own 
teachers; and this should be done with the view of promoting 
the highest good of their children. 

"Among other objections to the present system of Public 
Schools, this one is prominent, viz., that the teachers are provi- 
ded for the Schools, without consulting the wishes of most pa- 
rents. This may be a small matter in the view of parents who' 
care little or nothing for their children; but with me and with 
many others, it is a very vital consideration. There are few 
teachers whom I would wish to teach my children; and those 
who do teach them, must be selected or approved by mc." 

Baptist. — I approve, most heartily, the views of the gentleman 
last on the floor. The Bible does, unquestionably, enjoin upon 
parents the duty of educating or providing for the education of 
their children ; nor can this duty he transferred to any other, so 
long as parents are able to provide for their children. For 
the State to usurp the right which belongs exclusively to pa- 



43 

rents, is the most high-handed, and heaven-daring tyranny. I 
would deem it my solemn duty to immigrate irom even this 
country, rather than have the education of my children taken 
out of my own hands. 

'' This leads me further to remark that, in this Eepublie, the 
government belongs to the people, and not the people to the gov 
eminent. In monarchies it is ditferent; but ours is not yet a. 
monarchy. Here the people make the government what it is; 
in despotic governments the people are very much what their 
rulers make them. In this country the government is the out- 
growth and servant of the people. The usurpations connected 
with the free School system in this country, if not checked, will 
prepare our people to look upon a monarchy with much less 
displeasure than they have in former times. If the State should 
be permitted to take charge of the education of our children, 
provide their teachers, and prescribe the course of study to be 
pursued, it will happen, in the course of a generation or two, 
that the children, thus educated, will come to look upon the 
government as their best friend and patron. In this event, 
their regard for their parents would be greatly diminished ; and 
the ties of the domestic circle, the endearments of the parental 
and filial relations, would be fearfully weakened. This 'anti- 
parental system' of education is fraught, in my solemn judg- 
ment, with very many evils, of which I cannot make special 
mention now. 

''Allow me, however, to put a few facts together, and draw a 
legitimate inference. 

" 1. The right to impose a tax to support the present system 
of Schools, implies the right to make that tax eflfective in accom- 
plishing the end for which it was imposed. 

"2. To render the tax effective, compulsory education is a ne- 
cessity, 

" 3. But compulsory education is tcrong ; 

" 1. Because it takes the education of children out of the 
hands of parents; thus rendering null and void the teachings of 
Scripture on this subject; and, 

" 2. Because, in many cases that may arise, it might become 
the duty of a parent to disregard the law that forces attendance ; 
as when the teachers are such as corrupt the morals of pupils, 
or lead them from the truths of the Bible, or when the moral 
status of the pupils generally is so far below par as to vitiate 
the morals of pious, virtuous children. 



44 

"Inference 1. The compulsory law, therefore, is wrong; and 
if this is wrong, it follows, also— 

"2. That the tax itself is wrong." 

Methodist. — "Mr. Chairman: I have been very much inter- 
ested in the discussions that have taken place here to-night j and 
especially in the remarks of the last speaker. His clear, ana- 
lytical mind has brought out some truths that deserve the grav- 
est consideration of our countrymen. He infers the wrongful- 
ness of the tax, from the wrongfulness of the compulsory law. 
Now, if the compulsory law is wrong, his argument is irrefrag- 
ible. 

" I move, Mr. Chairman, that we test the sense of this au- 
dience, in regard to this law, by a rising vote.'' 

The vote was taken, and very nearly every man and woman 
rpresent rose promptly. 

" The compulsory law," added the President, " is a dead let- 
ler in this community, and should be so in every other place in 
free America." 

Reformer. — "I move that we now adjourn to meet here at the 
usual hour to morrow night, with the view of inquiring further 
into this subject; and especially to answer, as far as truth may 
require, the arguments, or statements rather, of the gentleman 
who opened this discussion to-night." 

Adjourned. 



45 



CHAPTEE YII. 

citizen's AKGUMENT — THE PROPER 'LIMITS OP TAXATION — THE 
SCHOOL TAX, AGRARIAN IN ITS NATURE, &C. 

After a few remarks by the President, urging the people to be 
calm, and the speakers to be courteous, as on previous occasions, 
the meeting oj)ened. 

Professor W. — " I wish to call attention to another point in the 
speech of Citizen, delivered here last night. He said, ' Humanity, 
Reason, and Justice,' require that the poor little boys and girls 
should be educated! This is the substance of it. Now, Mr. 
CJiairmayi, I wish to say that that j)roposition has never been de- 
nied. The education of sucli children and the present enormous 
School arrangements are two very different things. His affirma- 
tion may be conceded, and the present mammoth School System 
pass out of existence. It is well to keej) things that are distinct, 
separate in oiu- thoughts. The education of the children of pa- 
rents who are too poor to provide for their offspring, as also the ed- 
ucation of indigent orphans, might be provided for, tcithout the 
present system ; and the question which the American people 
should thoroughlj^ discuss and decide, is, ' Is it right to draw all 
the children of the land into a common system of education, in 
order that indigent children may he educated P Suppose, Mr. 
President, that we ask the questions, 'Is it right to have a 
common tahle at which all the children in this to^\m may eat, in 
order that the pauper children may be fed?' 'Is it right, wise, 
and expedient, that clothing enough for all the children in the coun- 
ty or State should be bought, in order that the few unfortunate 
poor children may not go nalied P Do ' Humanity,' ' Eeason,' and 
' Justice,' make any such demand ? This, Sir, is the naked ques- 
tion, as I understand it. And before I enter upon its discussion, I wish 
to ascertain the sense of this meeting as to the justness of the issue 
stated above ; and I move that a rising vote, to this effect, be ta- 
ken." 

President — " As many as think that the question has been prop- 
erly stated, and the issue fairly presented by the speaker now on 
the floor, will rise." 

About nine-tenths of the people promptly stood upon their feet. 

Professor W. — "Now, Mr. President, I wish to discuss this 
question : Is it right to maJce provision for the education of all 



46 

iJie children in the land, in order that indigent children may he 
educated f 

" The Legiskture lias affirmed ; and I deny. The reasons which 
induced the Legislature to enact the Law, I have never seen. I 
wish I had them; for then I might review them in detail. As it is, 
I shall have to direct my arguments against their action. If I 
show that their action is wrong, my work will be done, 

^'1. It is not necessary. 

"■ It surely is not necessary, in order that indigent children may 
be educated, to make provisions for the education of children whose 
parents are rich, or able to educate their own children. No sane 
man can deny that indigent children might be educated without any 
reference to the education of any other class of children; just as the 
indigent are fed and clothed without making provision for feeding 
and clothing the children of the rich. This point no sane man, I 
say, can call in question. And if this imiversal provision — or pro- 
vision for educating all in order to educate apart — be not necessa- 
ry, the backbone of the argument for the present system is broJcen. 

2. It now remains to be proved that the present system is not 
the best, the most equitable, the most satisfactory, or the most 
promotive of the good of society. If either of these points can be 
clearly made out, the decision must be adverse to the dominant sys- 
tem ; AND if I establish all of them, the system should be abandon- 
ed at the earliest practicable moment. 

1. " Is the present system of Public Schools best ? iN'ow that sys- 
tem of education is best, which imparts the highest culture — the 
most thorough intellectual, moral, and relig 'ous development — of 
the youth of the land. Does this system accomplish either of these 
results ? Does it impart the highest intellectual development ? 
Let us suppose that all Schools are to be abolished except the free 
Schools ; would these present a higher grade of intellectual culture 
than we have even now f To asTc this question, is to answer it. 
Intellect is developed in its highest, noblest sense, when it is made 
to grapple with the truths involved in all the Sciences y the Sci- 
ence of Mathematics, the Physical Sciences, Astronomy, mental s^ndi 
moral Science, and the Science of theology. But it has been al- 
ready shown that the Physical Sciences, and particularly the Sci" 
ence of Mental and Moral Philosophy, cannot be properly taught 
in Schools supported alike by Atheists, Jews, and Christians ; and, of 
course, all such studies must be thrown out of the course. JSTo 
mind can be fully developed without the training and moulding de- 
rived from contact with all these species of truth. Moral truth is 
essential to the development of moral character; but moral truth 



47 

cannot he taught in Schools supported by persons who can- 
not agree as to what such truth is, or whether there he any truth 
of this character. If our children are to be shut out from all mor- 
al truth, and from all those truths involved in the higher Sciences 
which involve the idea of Deity and His laws, their intellectual de- 
velopment must be impaired, or rather, I should say, it will be 
amazingly deficient. 

" But there is a greater loss still. Our children have moral ele- 
ments in their nature. Shall these be neglected ? They must and 
2vill he neglected, unless they are trained in the sublime truths of 
Moral Philosophy. As well think of developing phj'sical strength 
without exercise, or the intellect without study, as to hope to 
develop moral character without moral truth. The thing ig simply 
impossihle. 

" But there is a greater loss than this. Man has a spiritual na- 
ture. This is the highest, noblest, element in his composi- 
tion. There is a sj'stem of truth, exactly adapted to the develop- 
ment of this element, contained in the Bible, and found nowhere 
else. This Book contains all the provisions necessary for the re- 
newal of man's moral nature, the purification of his character, his 
restoration to the favor of God, and admittance into the courts of 
Heaven. It teaches him how to avoid eternal suffering, and attain 
eternal happiness. But this Book, of course, cannot be taught in 
the Pnhlic Schools, because there are those who do not believe it 
to be divine, and, also, because those who believe it to be a revela- 
tion from God, differ, radically, as to its interpretation. The Pub- 
lic Schools, therefore, must wholly neglect the spii-itual element in 
our children. 

Thus we see that the intellect can be but partially developed in 
these Schools, because many of the most important Sciences cannot 
be taught in them j that the moral nature of the pupils is neglect- 
ed, because there can be no authoritative moral code taught in free 
Schools ; and that the siDiritual element, involving eternal weal or 
woe, must be purposely disregarded in such Schools. And, there- 
fore, I must conclude that the Puhlie School system is not the best. 

"2. Is it tlie most equitable f 

"Is it equitable, jnst, or right, that men should be taxed to edu- 
cate their own and other children in a School that insures only a 
partial development of the intellect, and wholly neglects the mor- 
al and spiritual in the pupil? Let any man answer, who has 
any regai'd for the character and happiness of the youth of our 
country. 

" 3. Is it the most satisfactory f 



48 

" It cannot, most assui'edly, be satisfactory to the Christian pa- 
rent to have his children brought up under influences that insure 
the neglect of the most important elements in their nature. The 
Christian parent is under the most solemn obligation to have his 
children taught and trained in suc^ a manner as to make them the 
most useful and happy members of society, and every such parent 
must linow that the Public Schools are not the places where such 
results can be produced. 

'^It may be very satisfactory to-Infidels, of every shade, to see 
the youth of the country brought up without any moral and relig- 
ious training ; and now, that the Bible and morality can no lon- 
ger be taught in free Schools, it may be expected that all suieh per- 
sons will be the fast fi-iends and zealous advocates of free Schools ; 
but the Christian does not derive his" satisfaction from the blight- 
ing of human nature, and the ultimate ruin of the souls of men ! 

" 4. Is the system most effective f 

"■ Does it present a higher average of intellectual, moral, and re- 
ligious character, than any other system that might be devised? It 
is folly to consider such a question ! But for the Schools and Col- 
leges of the different Christian denominations in the land, I would 
have the most gloomy apprehensions for the future of this great 
country. Eliminate the moral and religious influences emanating 
from these Institutions, and the country, I fear, would fall to pieces 
because of its own moral corruption. Christian education is the 
hope of the country. Blot out this, and the horrors of the French 
Eevolution may be repeated on American soil, before the youth in 
this audience are removed from the stage of action ! 

" From the considerations, therefore, that the present system of 
edvLC&tioji is not necessary, not best, and not most satisfactory, and 
not most effective, I. must conclude that it is wrong ; and that, if it 
is wrong, it ought to he abolished.''' 

The Professor took his seat, not amid applause or hisses, but 
with the most thoughtful gaze of the audience fixed upon him. 

Episcopal Bishop. — " Mr. President : I have long entertained 
many of the views of the learned gentleman who has been enter- 
taining us this evening. His view of the Public School system sub- 
stantially agrees with mine. Our population may be divided intO' 
two classes : those who are able to educate their own childi^en, and 
those who are not. 

'' It is accordant both with Eeason and Eevelation, that the pa- 
rents who are able to educate their children should educate them 
under the very best influences possible, and to the hightest de- 
gree attainable. The responsibihty of giving or providing such ed- 



49 

ucation rests lapon the parents^ and not ujion the State. Left to 
their sense of ckity, parents will naturally ally their interests with 
those of their neighbors or brethren, and found just such institu- 
tions as they, in common, may decide to be best. In this way^ 
Schools, academies, colleges, and universities, are founded in the 
dilferent religious denominations, and in communities not strictly 
religious. In such Institutions parents, as a general rule, prefer to 
educate their ehildi^en, if they have the necessary means. 

'* The Episcopal chm'ch, with which I have the honor to be con- 
nected, has a number of such Institutions of learning, and Ave would 
never thinlc of sending our children elsewhere to be educated. The 
reason of this is plain : in our own Schools, we have our children 
educated to suit our own liking. Other religious denominations, 
I am pleased to announce, do the same thing. 

" Then, too, there are very many worthy members of society, who, 
though not members of any church, feel more or less inclined to 
some denomination of Christians, and readily co-operate with them 
in founding and supporting their Institutions of learning; while a 
large nimiber of others, feeling rather indifferent on the subject of 
religion, prefer to have their children educated in Christian Schools. 
In this way, the better, and, I may say, the controlling elements in 
society, are educated without any charge to the State. I^ow, all 
this class of society can never afford to submit the education of 
their children to the State j mainly because, as the learned Profes- 
sor informed us, the State cannot suitably or adequately instruct 
in the higher branches of learning, and not at all in morality and re- 
ligion. 

" I have watched, with intense anxiety, the influence the Public 
Schools have had, of late years, in killing out a very large number of 
country and village academies in which youth could be well insti'uct- 
ed in the rudiments of Latin, Greek, and other studies necessary to 
entering Colleges. A fair education might have been obtained in 
some of them, even if the pupil should never have attended College. 
Quite a large nmnber of youth, educated in. these academies, as a 
matter of fact, never did go to College ; and yet their solid training 
fitted them for positions of resj)onsibility and useflilness in society. 
But since the free School system has swept over the country, most 
of these academies have gone down ; and the standard of education 
in communities where this is the case, has been lowered in a won- 
derful degree. This I regard as one of the saddest features con- 
nected with our educational interests. Many youth who, else, 
would have a good substantial education, now leaves the Public 
Schools with a mere smattering of learning. 
4 



" The reason of tliis is plain to be seen : The mass of tax-payers 
cannot afford to support two sets of Schools. 

" I will here mention a fact which must be patent to all thinking 
people : The condition of the parents must, as a rule, determine the 
degree and character of the education their children are to receive. 
If a man has an ample fortune, he can afford to give his children a 
first-class education, or give them the opportunity to acquire it. If 
a man's means are more restricted, his children's opportunities 
must, of course, be graduated accordingly. And every parent does 
his duty to his children, if he gives them the best opportunities 
which, wdth prudence and industry, he can afford. This much the 
child has a right to expect; more he cannot ash. 

" To require the rich to provide as full and complete an educa- 
tion for all below them in point of propert}^, would be nothing less 
than robbery. As well might the rich be required to provide for 
the poorer classes the same character of food and clothing as that 
which they provide for their own children, as to force them to pro- 
vide the same education for all. The rights of property are among 
the most sacred. Indeed, this right lies at the very foundation of 
government, society, and civihzation ; and it is that life and prop- 
erty may be preserved, that government is constructed by society. 
" Taxation is one of the nicest points to be determined by gov- 
ernment. In a repubhcan form of government, such as ours, the 
proper limit of taxation should be determined by the requisite ex- 
pense of running the machinery of government. I need not speci- 
fy. This, however, I will say, that a general system of education 
doesnot, of right, fall within the scope of governmental functions. 
The people do not belong to the government, but the government 
to the people. It may be asked, ' As this is a government of the 
people, may not the people vote a tax upon themselves for a Pub- 
lic School ? ' Of course, they may, for they have done it ; but the 
question is, ought they to impose such a tax ? Is it right f Does 
it accord with the rights of property as implied in all good govern- 
ment? These are the questions that should he asked, and careful- 
ly answered before such a tax is levied, or voted. Who votes these 
taxes ? is a question which ought, also, to be carefully considered. 
I will suppose a case, not wholly unlike many that have occuiTcd 
in our country : A wealthy man lives in a sparsely settled commu- 
nity. He has four tenants on his land. These tenants have each 
a vote in an election which is held for the purpose of deciding 
whether a School-house shall be built, and what the cost of the 
house shall be. These four votes decide the question. They pay 
no tax. They vote that the house shall be built; and that it shall 



51 

cost so many thousand dollars. This wealthy man has to foot the 
bills. Is it right? Is, it not, in principle, essentially agrarian f 
So it seems to me. This money is appropriated to the uses of these 
four men. They vote it out of the rich man's pocket, and devote 
it to their own use ! 

" Now, the question which I wish to submit to the good sense of 
all my countrymen is, Does not the right to vote this amount to 
their own use, imply the right to vote double that amount, if they 
should so desire? Does it not imjily the right to take half of his 
property, or even all of it, if they dared ? So I think. 

" It ma}" be said that this vote was provided for b}' a general en- 
actment of the Legislature. Admitted; but who controls the Leg- 
islature ? In very many counties we know that the non-tax pay- 
ers control the elections j and at these elections Legislators are ap- 
pointed. The non-tax-payers, in this case, may have a controUing 
influence in the Legislature; and enact a I mv which allows them 
to vote other people's money into their oum pocJcets ; and the 
Legislature that enacted the law, authorizing the non-tax-payers to 
take so much, might extend the j)i'ivilege to any amount in accor- 
dance with the same principle. 

" The principle is essentially agrarian, and must, sooner or la- 
ter, lead to most serious consequences, if not checked. 

" For illustration, I present another case, the like of which has 
•often occurred : A widow woman has 10,000 acres of land. She 
leases this tract of land to ten men — allotting to each 1,000 acres. 
These renters move their families to their places. They have an 
average of four children, each, old enough to attend School. Un- 
der the late, they form themselves into a ' School District '; they 
hold an election, and decide to build a School-house at an ex]Dense 
of $3,000. The widotc, of course, having no voice in the matter, 
the vote is unanimous. The widow has to build the house ! If 
these ten men should decide, after the money has been collected, to 
appropriate it to some other purpose than the building of a School- 
house — for instance, to the purchase of some of the widow's land — 
the moral sense of the people would be outraged ! But does it 
make any difference to what end they appropriate it ? They use 
it for their own advantage ; and the fact that the money which, 
under the fonns of law, they have taken from the defenseless wid- 
ow, is used in erecting a School-house, does not make the outrage 
any the less, 

" ' Taxation without representation ' led to the severance of 
' the thirteen colonies ' from the British dominions, a century ago ; 
but ' taxation without representation ' now, even in the same coun- 



52 

try and among the descendants of the same people, is incorpor- 
ated into a law ! ' How have the mighty fallen !' It is not as- 
tonishing that, under the fostering influence of such legislation, 
the spirit of Communism should have made its appearance on 
American soil; nor need it astonish the calm, thinking portion 
of mankind, if this same fell spirit should sweep, as a cyclone, 
over our entire country j leaving only the relics of civilization 
and former prosperity, to remind us of what we once were, and 
what we might liave been ! 

" When a people get their consent to appropriate the proper- 
ty of others to their own use, whether by violence or under the 
forms of law, they have no right to expect good government to 
tarry long in their midst. For my own part, I shudder when I 
contemplate the future of this country ! 

" But I said, in the outset, that there are two classes of peo- 
ple — the one, who are able to educate their children ; and the 
other, not. A word as to the lalter class. It is no more diffi- 
cult to provide for the education of this class, than it is to pro- 
vide them with food and clothing, 'the learned Professor and 
others have proved very clearly that it is no more necessary to 
provide educational facilities for all, lest a few indigent children 
should be allowed to grow up in ignorance^ than it is to provide 
food and clothing for all children, to prevent a few from going 
hungry and naked. The wisdom that provides food and cloth- 
ing for indigent children, can, also, provide for their education.'' 

The thoughtful audience adjourned, to meet the next evening. 



53 



CHAPTEE Vin. 

TAXATION rUETHER CONSIDERED THE POOR UNJUSTLY TAXED TO 

SUPPORT SCHOOLS WHICH THEY CANNOT ATTEND — THE RICH DE- 
FRAUDED IN BEING COMPELLED TO SUPPORT SCHOOLS THEY CAN- 
NOT PATRONIZE. 

When the eager crowd assembled, and order was declared, an 
earnest citizen arose, and said : 

" Mr. Chairman : This question of taxation is a two-edged sword, 
which cuts both ways. The gentleman who represented the rich 
man's views last evening, brought out some extreme features of the 
law; which certainly appear bad enough. But I wish to say that 
there are very many persons taxed to support High Schools, Nor- 
mal Schools, State Colleges and Universities, who are not able to 
patronize these Institutions. Does it not seem quite just that, in 
this view of the case, the rich should not complain at helping to 
support the common Schools ? If ice aid in keeping uj) our grand 
Universities, that are patronized by the rich, is it too much that the 
wealthy should, in tm*n, assist us in the matter of common Schools ?" 

Episcopal BisJiop. — "I am glad the gentleman has brought up 
this subject. In reply, I have to say that, if the matter to which 
he alludes, were one of mere comity or courtesy, I would say, per- 
haps, that the rich might afford to keep the common Schools run- 
ning, in turn for the help the poor render in the support of the In- 
stitutions of learning of higher grade; but the fact is quite oth- 
erwise. His remarks reveal another iniquitous feature connect- 
ed with the Public School system; and two wrongs never yet 
made one right. It is certainly as wrong for a poor man to be 
taxed to support an Institution of such high grade as to make 
him unable to patronize it, as it is to tax the rich to support a 
class of Schools too low for them to patronize. Botli are 
wrong. The poor have a right to feel aggrieved, when they are 
taxed to support one of the grand Universities which they can 
never patronize. In this case, everybody admits the iniquity. 
On the other hand, if the rich were not aided in supporting 
their Universities, while they are taxed to support a low grade 
of Schools, such as they do not desire or need for their children, 
the wrong would be equally patent. Now, as a matter of fact, 
there are large numbers of both poor and rich who are taxed to 



54 

support Schools of all grades — from the humble log Schooi' 
house to the towering University — who are not permitted to 
patronize any of them, because they have no children to edu- 
cate. Is it right to tax a citizen, to offer him a privilege which 
he does not wish, or of which it is impossible for him to avail 
himself?" 

Citizen 2. — " This is but a contribution from such citizens to 
the welfare of society. They ought not to complain at it." 

^. Bishop. — " They would not complain, if the contribution 
were voluntary ; but where it is forced, under the forms of law, 
it is a hardship," 

Cit. o. — 'But the additional security to society, imparted to 
our form of government from our noble, free School system, 
will amply warrant the outlay." 

Presbyterian. — " If the previous discussions are to foreshadow 
the policy of Public Schools in the future, it would be a. very 
difficult thing to show that sucli a system of education will add 
very materially to the stability of our government. When all 
moral and religions instruction is eliminated from the Schools 
in which the great mass of the children of the land receive their 
training, it will be astonishing if matters do not grow much 
worse than ever before." 

BaclieJor. — "I have been interested in these discussions; and 
while I have been a heavy tax-payer, I must say that I have 
never been able to see that my compensation has been the equiv- 
alent of that which has fallen to parties who, like myself, have 
paid their taxes, and yet had the privilege of sending their chil- 
dren to Schools supported by these taxes.'' [" Ought to he tax- 
ed for not marrying," was laughingly murmured though the 
audience.] 

Baptist. — "ilfr. President : I offer my views on this subject 
for what they arc worth; and if I repeat, in brief, some of the 
points already stated, I hope that you. Sir, and the audience will 
bear with me. 

"This subject of taxation is one of the perils yet to be en- 
countered in this government. Its frightful shadow has already 
fallen on oxir fair land, and causes a shudder to pass over me! 
Men who pay no tax, save perhaps a poll-tax, have the right, 
under our present form of government, to impose taxes upon oth- 
ers, while they [the non-tax-payers] are exempt from bearing the 
burden; yea, such taxes may be, and often ax'e, imposed, /or the 
benefit of those who do not pay them. The various systems of 
sudsidies, so prevalent a few years past, are instances of this. 



55 

Then, again, the rights, granted under the free School system, 
V, :-o often of this very nature, as was made to appear in the discus- 
sions of last evening. The thing that most intimately concerns the 
people of these United States, is to decide — 1. What are the prop- 
er limits and objects of taxation ; and, 2. How, and by who7n 
such taxes should be imposed. These are questions of vital impor- 
tance. If the subject of taxation is to be determined by the will of 
those who pay little or no taxes, the right of property will not, for 
a very great while, remain secure. The antagonism existing, not 
between capital and labor, but between capitalists and the poor 
(many of whom are mere idlers and tramps), is rapidly on the in- 
crease ; and if the will of a majority is to take the place of consti- 
tut'onal government; and the maw?/, irrespective of character, are 
to decide all property rights, by making laws to suit themselves, 
the perils of our coun»try can hardly be imagined ! 

" The School tax is fi-aught with great danger to the country — 1. 
Because it imposes a tax upon a very large proportion of the peo- 
ple, wdio cannot avail themselves of any supposed advantages aris- 
ing from Public Schools, without great risk to the morals and re- 
ligion of their children : 2. Because the right to tax at all for such 
a purpose, implies the right to tax to any amount, limited only by 
the wishes of those who pay the least portion of it ; and, 3. Be- 
cause the imposition of such a tax cripples the ability of most re- 
ligious parents to endow and support their own denominational 
Schools. The more I think of this last reason, the greater my op- 
position to the whole system of Public Schools becomes. As has 
been said by another, the common Schools have greatly diminished 
the number of thorough academies once scattered thoughout the 
countiy. This is a great loss to society. But a far greater loss, in 
my judgment, comes from the paralyzing influence which this sj^s- 
tem brings upon our denominational tSchools. We cannot well af- 
ford to support two systems of education ; and, to my knowledge, 
many Christian Schools and Colleges are languishing, and some of 
them almost dying, for no other reason than that the Public 
Schools, of one grade or another, are robbing oiu- denominational In- 
stitutions of learning, of pupils whose presence and fees would ren- 
der them prosperous and effective. It thus appears to my mind 
that there is an ' irrepressible conflict ' between Puhlic and Chris- 
tian education ; and to be required to pay a tax (unjustly imj^osed, 
as I think), the effect of which (as everj^ Christian must know) is 
to weaken and destroy denominational Schools and Colleges, is an 
cuti'age which it is the duty of all Christian citizens to oppose.'' 

Judge Stone. — " The more I think on this subject, the more I 



56 

am convinced that education is no part of the duty of our govern- 
ment ; and now that the moral and religious influences in the Pub- 
lic Schools must, if required by Infidels, be reduced to the mini- 
mum, I think it a most favorable time for the people throughout 
the land to let the Public Schools fall into disuse. 

" God has made the heads of every family responsible to him for 
the training and education of their children ; and they cannot af- 
ford to relinquish this right. Besides, there are many features of 
injustice connected with taxation for the support of Public 
Schools. If all the people desired such Schools, and were all 
agreed as to the exact nature of the Schools to be taught, the ques- 
tion would be different; but there are irreconcilable differen- 
ces on this subject. Justice' would never take from one man the 
result of his earnings, to support another, unless the other is unfor- 
tunate and helpless. In this ease, provision might be made j but 
this great leveling system of education is fraught with evil to socie- 
ty; inflicting, as I conceive, a serious blow against the right of 
property, against the moral and religious interests of the people, 
and, thus, against society itself." 

Congregationalist. — "When I consider that God has made pa- 
rents responsible for the support and education of then* children ; 
that parents violate this sacred trust, when they allow their off- 
sjDring to be brought up in a way to poison their morals, corruj)t 
their manners, or pervert their religion ; that to bring up our chil- 
dren in Schools from which God and morality are banished hp law, 
is to turn them over, for the time at least, to the devil and his co- 
laborers — when I consider all this, I confess that, for one — law or 
no late — I can never patronize such Schools any more. Much as 
I love my country, I would willingly leave it, rather than deforced 
to educate my dear children in such a manner as to almost insure a 
development of infidel character in them I" 

Citizen. JVo. 1. — "If I had never, hitherto, believed the doc- 
trine of total depravity, I could not doubt it now. The character 
of the speeches delivered here of late, and to-night particularly, dis- 
closes a degree of inhumanity which I had never thought of; com- 
ing, as it does, from 'the orthodox'! "Why Christian j)eople 
should be so inhuman as to wish to see the poor children in the 
land grow uj) in ignorance, I can hardly imagine ! The treason- 
able sentiments, spoken within these walls, have cast a shadow 
over my hopes ; and, if I mistake not, ' they will stir a fever in the 
blood of age !' The enemies of our noble government will find that 
their ruinous plans will not be consummated as easily as they sup- 
pose. The land will be drenched in blood, before we will allow 



57 

•onr children to be thrust out of School because they are poor" 
— and much more to the same effect. 

Citizen No. 2 — " Mr. President : I wish to give expression 
to my views, before this case is given to the jury. Assuming 
that the School system is right, I desire to mention a few oth- 
er items of possible beneficence which the State should, as soon 
as possible, take into consideration. Taking it for granted that 
it is the purpose of the State to elevate her children, and make 
them as intelligent, noble, and enterprising citizens as possible, 
I shall proceed to set forth my views as to hoic this may be 
done. 

"Ist. Having decided to have free Schools, it would be down- 
right folly to omit anything that would tend to make them ef- 
ficient. Hence, ' the compulsory law ' is a necessity. We can 
■never reap the full benefit of free Schools without a law to com- 
pel attendance; for the very class which the law was designed 
especially to benefit, will not attend School, unless compelled. 

"2. The Schools should be furnished with all the books, 
slates, paper, &c., which they need; for the poor are not able to 
purchase them, and the Schools would do them no good, unless 
they could have these articles. And the reason why these arti- 
cles should be iurnished to all who attend these Schools, is that 
it would he so mortifying for the poor alone to he supplied with 
them! It would greatly embarrass the poor orphans and the 
children of indigent parents to be singled out from others, and 
have these articles given to them ! Now, all this may be avoid- 
ed by providing books, &c., for all alike. 

"3. All should be provided alike with good clothes. A dir- 
ty, ragged child must feel greatly embarrassed in the presence 
of nicely dressed children. Let all be supplied with the same 
clothing at the expense of the State. Many reasons could be 
adduced in favor of this proposal. Besides the avoiding of em- 
harrassment on the part of poor children, the plan here pro- 
posed would greatly elevate them, for neat, clean clothing is es- 
sential to proper self-respect. A dirty, ragged child is not like- 
ly to make a cleanly, industrious, and noble man or woman. 
It might be well, in order to avoid all trouble on this subject, 
to provide a laundry for each School. 

"4. As good food is essential to proper development of the 
physical constitution, it would be wisdom to provide the same 
food for all. Let a Board of physicians be appointed to decide 
just what character of food, and how much, will suffice to give 
the most healthy and vigorous body. 



58 

"With such ample provision as I have ir;dicated, ail our chil- 
dren might have a fair chance in the contest of life." 

Citizen No. 3. — " I have yet to learn, Mr. Fresident, that the 
State should lose all interest in any of her children so soon as 
they leave the School-room. To have things run easily, I 
would also suggest that a like provision be kept up for all dur- 
ing life. Dirty clothes, ragged linen, poor food, dilapidated 
houses, rude huts, empty purses — all these things are exceed- 
ingly embarrassing^ and tend directly to undermine true man- 
hood and womanhood. And if it is the duty of the State to 
bring up her children in such a way as to malie them honorable 
and respectable, it is none the less her duty to Iceep them so. 
That this may be done, let the Legislature at its next session 
act upon these humane suggestions.''' 

Citizen No. 4. — "I should like to know wJiere the money, to 
carry out all theee plans, is to come from?'' 

Citizen No. 5.-—" From taxation, of course ! There is money 
enough in this government, if rightly used, to last a great while; 
and we, the majority, have but to organize our forces, control 
the elections, make our own laws; and all these results must 
follow. This, you know, is a democratic government; and the 
'will of the majority is law," 

Methodist. — " I am glad, Mr. Chairman, that these, our neigh- 
bors, have advanced the foregoing views, as they serve to show 
the drift of the present School system. If it is right to tax a 
citizen, against his will, to provide for the education of other 
people's children, it is certainly right to tax him enough to 
make the first tax effective ; and if it is right to do this, the 
question of property is a matter to be decided by the Legisla- 
ture; and as the Legislature is controlled by the majority of 
voters, the right to hold property must, in the last event, de- 
pend upon the wishes of those who hold least of this commodi- 
ty. The present School system, I unhesitatingly declare, is an 
enemy to all good government, to society, and to the human 
race; and before this matter is carried any further, I here and 
now avow the purpose of fighting the system with every fair 
weapon, until it is driven from the minds of the American peo- 
ple ! It is high time. Sir, that every honest man should gird 
himself for the conflict, while there is hope of averting the dread 
evil ! If all the anti Catholic and the anti-infldel portion of our 
citizens will come to the rescue, we can throttle this monster, 
and save our country from devastation and utter ruin !" 

i2i?/ormer.— "It is passing strange that this ' wooden horse ^ 



59 

should ever have found its way through the walls of the consti- 
tution of our country; but before the fatal darkness comes on, 
let us burst through its horrid sides, destroy the spies lurking 
within, close the breach in the wall, and thus keep out the 
fiendish hosts that are ready to enter, and destroy our liberties 
forever I There is no time to be idle !'' 
Adjourned to meet the following evening. 



60 



CHAPTEE IX. 

"government should educate the children, to insure its 

perpetuity" — THIS ARGUMENT REVIEWED — EDUCATION AND 
MORALS DO NOT ALWAYS GO TOGETHER — SOME STATISTICS. 

The people lost no interest in these discussions, and long be- 
fore the first speaker gained the floor, the beautiful room was 
crowded to overflowing. A well-known citizen took the floor, 
and said : 

"lam astonished, Mr. President, that all the distinguished 
speakers, who have addressed this audience from night to night, 
should have, thus far, failed to look, squarely in the face, the 
chief argument in favor of the free School system. Whether 
this oversight has been intentional or not, I pretend not to know. 
The argument is this : Our government should take all legiti- 
mate means to perpetuate its existence and prosperity; and to 
accomplish this, it must educate the youth of the land. Ignor- 
ance and vice are the foes of republican government; and if re- 
publican institutions are to be perpetuated, there must be a sys- 
tem of education in harmony with the government.'' 

When the gentleman took his seat, several parties arose, each 
addressing the President about the same instant. The Chair, 
however, decided that Prof, W. was entitled to the floor. He 
said : 

'' It affords me much pleasure to say a few things in reply to 
the gentleman's argument; and, in the first place, I would re- 
mind him that tJds government, of which we are all proud, is not 
one tiling and tlie people another. There is no such thing as we 
find in monarchies— a royal family to be kept alive at the ex- 
pense of the people; in other word?, 'the government belongs 
to the people, and not the people to the government.' To talk 
therefore, of the government having a rigJit to educate the peo 
pie in order to perpetuate itself, is sheer nonsense ! Our gov 
ernment is what the people malte it; and I hope it can never 
be said that our people are what the government has made them 
Such language would suit the Czar of Russia, but it is altogeth- 
er out of place in free America. 

" It is true that the good peoDle of America desire to have 
their government perj^etuated ; but to do this, they must have 
the government subject to them, and not yield themselves or 



61 

their children as subjects of the government. The first step to- 
wards a monarchy, would be very effectually taken, if the views of 
the gentleman should be adopted by the mass of the people. And 
the present system of education in most of the States in this gov- 
ernment, if persevered in, will tend to develop and foster the senti- 
ment which he has advanced; for the sj'stem is calculated to give a 
race of grateful, sei-vile beneficiaries, who ascribe their good for- 
tune, not to parents, but to the government. Accustomed to live un- 
der such views, it will require but another generation or two to pre- 
sent a population that would be ready to shout, ' Long live the 
King!' 

" It has already been demonstrated dui-ing these discussions that 
the present system of education cannot develop true manhood: 1. 
Because, by the necessary omission of many of the most important 
studies from the course, the intellect of the puj)il cannot be devel- 
oped in the highest degree ; 2. Because the present system, when 
thoroughly adjusted by the infidel element throughout the country, 
will fail to develop the moral and religious elements in character ; 
and, 3. Because, in the absence of moral and religious influence, ex- 
erted upon the pupil, his vicious nature may be expected to gain 
the ascendency. The more intellectual training the youth of our 
countiy receive, the worse for them and for the government, provi- 
ded their moral and religious character remain undeveloped. 
If 1 really desired to overthrow the government which our fathers 
established, I would think my work well nigh accomplished, if I 
could establish a compulsory system of free education, from which 
all moral and religious training is excluded, and in which the course 
of study is prescribed without regard to the wishes of parents. 
The character, developed under such influences, would be likelj^ to 
run, first, in the direction of communism ; and, then, in .tui-n, 
crouch before a military chieftain ! Should the American people 
ever so far forget their obligations to their children, to themselves, 
to their countiy, and to their God, as to alloio their children to he 
trained under s\ich atheistical influences, the curse that will fall 
upon Columbia's fair soil, will be as much more intolerable than 
that which the old world has experienced in past ages, as our oppor- 
tunities have been greater than theirs." 

Presbyterian.— Mr. President : I have been looking over the sta- 
tistics as pubhshed in the census for 1860. In these tables we have 
some very instructive 'facts and figures.' It is a fact that, in the 
New England States, where the free School system has been in 
operation for so long a time, the criminal pauper, and insane lists 
are larger, pro rata, than in those States in which, till recently, the 



62 

education of cnilaren was entrusted to parents. Massachusetts 
heads the hst; her aggregate of criminals being larger than those 
of any other State ! This shows, as I think, that the development 
of intellect, without a corresponding development of moral charac- 
ter, does not insui-e happiness or prosperity, either to the individu- 
al or to society. And if these facts were developed before the Bi- 
ble was taken from the Public Schools, what may be reasonably 
expected when, not only the Bible, but all authoritative moral 
teaching, shall have been thrust out of them ! What a harvest of 
ti"ee-l overs, atheists, and communists must result from the system, 
which, by law, prohibits the impartation of any moral and religious 
instruction to pupils, and leaves them a prey to all the evil influen- 
ces that naturally infest such an atmosphere ! 

"It is a fact of which we may all be proud, that the 'New Eng- 
land States have produced many noble characters ; but it is, also, a 
lamentable fact that it has been pre-eminently ' the hot-bed of poi- 
sonous isms and ologies,'* which have brought untold detriment to 
society ! When this foul league with the powers of darkness shall 
be fiiUy inaugurated, and the mass of American youth are trained in 
: Schools from which God and morality are excluded, this monstrous 
type of character which has, hitherto, cropped out only occasionally, 
will become prevalent ; and the temj)le of freedom, shaken from its 
soUd pillars of Faith, Hope, and Charity, will tumble and fall in 



rums 



!" 



Citizen. — " I should like to see the statistics to which the gentle- 
man refers." 

Presbyterian. — "There is no difficulty in complying with the 
gentleman's request. 

" To make this matter plain, I will give the figures of the cen- 
sus of 1860, so as to include the six New England States (in which 
the free School system had been at work for nearly 200 years), and 
the six States — viz., Maryland, Yirginia, Delaware, Korth Carolina, 
South Carolina, and Georgia (in which tlie free Sechool system was 
little known till recently). In 1860 the New England States had 
2 665,945 native born white inhabitants; and of these there were 
only 8,543 adults who could neither read nor write ; while in Mary-- 
land Delaware, Yirginia, ISTorth and South Carolina, and Georgia, 
there were 3,181,969 native born whites, of whom 262,802 adults 
could neither read nor wi'ite. 

In the six New England States, there was only one to every 312 of 
the native whites who could not read nor wi-ite; while in the 
other six States (which had no Public School system) there was one 
illiterate to every twelve native whites. 



63 

Criminal Li t.— In the six New England States, on the Ist of 
June, 1860, there were 2,459 criminals in prison ; while in the oth- 
er six States there were, at the same date, only 477. In the New 
England States, there was one native born white criminal to every 
1,084 native white inhabitants; while in the other six States, there 
was but one criminal to every 6,670 — i, e , we find that crime was 
about six times as prevalent in the Neic Ungland States (not- 
withstanding their superior educational facilities) as it ivas in the 
six other States in which there was no general free School sys- 
tem. 

"The same statistics show that Massachusetts had one criminal to 
•every 649 native born whites ; a larger proportion than any of the 
other New England States. 

" These are, indeed, instructive figures, which, whatever else they 
prove, go to show that education is not the only preventive of 
crime. It is, also, a well-known fact that, till recently, the Bible 
and morality were taught, more or less, in the free Schools in the 
New England States; and if crime was so prevalent there when an 
effort was made to inculcate religious and moral sentiments in the 
youth in these States, what may be expected, when the Bible 
and all authoritative morality are, by statute, excluded fi"om 
their Schools? If crime does not quadruple itself annually, the re- 
sult will be better than I expect." 

("The above data are taken from a work published by Zach. 
Montgomery, and are believed to be accurate.") 

Citizen, Wo. 2. — " These figures are rather startling ; and it be- 
comes a problem which every true patriot should seek to solve, 
' Hoiv are republican institutions to be perpetuated, when the 
youth of the country are educated ivith the view of neglecting 
their moral and religious instincts f " 

Methodist. — " It is simple folly to expect our liberties to be per- 
petuated longer than one generation, if the children of the land are 
to be brought up in Schools from which the very source of liberty 
and all true civilization is excluded ! As well think of keeping our 
churches alive and flourishing, by ceasing to preach the glorious 
gospel, as to hope to preserve our liberties by committing them to 
those who are taught to despise the Bible !" 

Adjourned to meet the following evening. 



64 



CHAPTEE X. 

"what will become of the poor?" — THE GOVERNMENT NOT 
AN ECONOMICAL AGENT FOR DOING BUSINESS. 

Citizen, No. 3, gained the floor, and delivered himself as follows: 
" For my pra-t, I care nothing about religion, but I do care for the 
poor ! Who will care for their education, when this wicked plot 
shall result in the overthrow of this great and grand system of ed- 
ucation ! I tell you, my fellow-citizens, I oppose this treasonable 
talk ; and I think such meetings as these ought to be broken up by 
violence, if these religious bigots continue in the way they have be- 
o-mi ! I know that if all the Anti-catholic and Anti-atheistic fan- 

cf 

natics of the land take it into their head to overthrow the free^ 
School system, and establish their sectarian Schools in their place, 
they can accomplish their dark designs ! Then, what will become 
of the poor little bright-eyed boys and girls, whose parents are 
dead, or too poor to educate them ?" 

President. — " If I continue to preside over these meetings, the 
speakers must show themselves to be gentlemen. Such exj)ressions 
as the speaker, who has just taken his seat, used, are certainly out 
of place anywhere, and much more in a civil gathering like this. 
Arguments and facts are what we wish ; and not coarse Billingsgate 
and vitupei'ation." 

Citizen No. 4. "I would like to say, (in reply to the speaker 
who first addressed the audience to-night,) a few things of which 
he may not have thought : And, 1. That there are persons in this 
audience, and many more of them in the United States, who do 
wish their children educated under Christian influences, even if 
he does not; 2. That all Christian influence and proper moral 
instruction must be banished from the free Schools, if the infidel 
element in society choose to have it so; 3. That all moral and 
religious parents must have as great a horror of sending their 
children to atheistic Schools, as atheists have in sending their 
children to Christian Schools; and, 4. That it is neither wise, nor 
humane, nor just, that the tax paying portion of Christian citi- 
zens should sacrifice their oicn children, and bring ruin, as they 
thinlc, upon the whole country, in order to prevent a few children 
from groumig up in ignoranceP^ 

Reformer. — " I think the gentleman who has just taken his seat, 
has well answered the party to whom he replied. It surely is not 
right to sacrifice all — rich and poor — in order to benefit, in a wrong 



65 

way, a few poor ! "When we get the essential features of our edu- 
cational system projDerly adjusted, it will be time to look after the 
poor. Let this suffice on this point. 

" As wo have advanced in the discussion of this subject, I wish 
to call attention to another fact, viz. — That the government is not 
the most economical agent that might be employed in carrying 
out any woric that comes not strictly under her rightful control. 

" If a number of citizens wished to erect a mill, build a railroad, 
or erect a cotton factory, they would not think of employing the 
government as their agent, to accomplish these works. The reason 
of this is plain : Government, besides having no right to embark in 
euch enterprises, is notoriously jDrofligate in her expenditures. Her 
agents, of late particularly, are too miscrupulous in the appropria- 
tion of government, or the peoples', money. To fill their own pri- 
vate cofiers, is no unusual work, even where the handling of public 
funds is left to but few ; but where there are so many officials to 
handle the School funds, and so many salaries to be paid, it is not 
strange that there should bo much theft, and very enormous aggre- 
gate expenses connected with the Public School system. Even if 
the government had a right to assume the task of educating all the 
children in the land, she is not an economical agent; and I should 
never wash to employ her in such a capacity. By the time her 
agents get through with the money, it would be found, if the truth 
were fully known, that much of it was expended in greasing the 
outer wheels of the machinery. 

"■ Then, too, when we consider hoio many holidays must, by law, 
he observed, and how many teachers fill out their scanty time, not 
because they love to teach, nor because they have any ' aptness' in 
that direction, Mit because they love money, and can malce it more 
easily by teaching a Public School than in any other way — when 
we consider aU these things, it is not astonishing that a moderate 
tax-paj-er should decide, at the end of eachj-car, that, in the matter 
of education, he received a very poor article at a very high price. 

"I venture the assertion that a good teacher, employed because 
he is known to be such, and left free to instruct his pupils accord- 
ing to the wants of the pupils and the wishes of parents, can im- 
part a better education to his pupils, icithin two years, than the 
great mass of American youth will ever receive under the present 
system. I have had occasion to look into this matter; and, while 
there may be partial exceptions here and there, it is true, within 
my OAvn observation, that much time is worse than wasted in these 
Schools. If these things were not so common, it might not be just 
to charge it upon the system ; but, from my knowledge of human 
5 



66 

nature, and an extensive observation of facts, I am convinced that 
time-Mlling is a feature of the system. 

"I would, indeed, prefer to send my children to a real teacher, 
(with a voice to direct their studies, and make suggestions to their 
instructor,) /or three months in the year, than to have them spend 
nine months in one of the average free Schools." 

Presbyterian. — " Concurring heartily in most that was said by 
the last speaker, I wish to point out another evil to which the pres- 
ent system of free Schools is exposed, viz.: to the manipulation of 
political parties. We see the political parties, as a rule, always 
nominate some man, of their own political caste, for the office of 
Superintendent. It is quite natural that these parties should, in 
this case as m all others, select a man, not so much because he is 
competent, as because he is ' availahle.' This word, 'available', 
signifies ' popularity\ or 'chances for success.' He must, like the 
other candidates, have influence, as a general rule, with the popu- 
lace; and such men are not generally either the most ' high-toned' or 
competent. In this way, unworthy men, and sharp partisans, are 
charged with the duty of superintending the Public Schools, sup- 
ported by the taxation of all parties and no parties. 

"It is not too much to imagine, considering the general corrup- 
tion of political parties, that the party, filling the office, will, as far 
as they dare, use the office, to subserve the interests of party. This 
may be done by giving the prefei-ence to teachers of their own po- 
litical party, and by pushing into use booJcs — such as readers, histo- 
ries, and geographies — that are favorable to their own political 
views, and to the prejudice of the views of their opponents. By 
such a course, great injustice may be done, and the minds of stud- 
ents be unduly biased." 

Citizen 2^0. 5. — " These are evils in the system • but they will 
never have their full force until a party radically oj)posed to the 
current religious and moral sentiments now cherished by the masses 
of our citizens, gets control. Suppose, for example, that the Cath- 
olic church should gain the ascendency in the United States ; the 
Public School system would be run, I doubt not, m the interests of 
that fearful power, until Church and State would be united again, 
and ' heretics' be handed to the flames. Then, when this church 
has silenced all opposition, the PubHc School system would have run 
its course, and there would be no need of education except for 
Catholic dignitaries !" (See Spain, Mexico, and South America.) 

President. — " I must insist that personalities be left off in this 
meeting, or I shall leave the chair." 

Baptist — "It has been made to appear, during the present dis- 



67 

cussions — 1. That according to the genius of this government, nei- 
ther the Bible nor any authoritative moral code can be taught iu 
the Public Schools, if any of the tax-payers object. 2. That only 
such studies, as do not involve the idea of God or of His laws, as 
manifested either in the world of matter or of mind, can be prop- 
erly taught in free Schools. 3. That no Christian can, without a 
sacrifice of the dearest interests of his children, send them to 
schools, from which all religious and moral training is excluded hy 
laic ; (a) Because such a depleted course of study fails to develop 
the intellect properly; (b) Because, where moral truth is not 
taught, it is impossible to develop moral character; (c) Because the 
exclusion of all religious teaching leaves the religious elements in 
human nature undeveloped, and consigns youth to infidel influences. 
4. That it is impossible to carry out the compact of neutrality on 
the subjects of religion and morality, even should all parties desire 
to do so. 5. That the principle of taxation for free Schools is 
essentially agrarian, and might be expected to develop a commu- 
nistic element in society, that would, in time, destroy the rights of 
IDrojiert}^, and overthrow civil and religious liberty. 

" These, as I understand the matter, are the primary grounds of 
objection to the present or any kindred System of free Schools." 

Methodist. — "Aside from the weighty considerations named, I 
would add the following, as very strong secondary considerations : 
1. I cannot conscientiously pay a tax to support a School which I 
cannot conscientiously patronize. 2. I feel it my religious duty to 
aid, to the extent of my ability, in fostering Christian education, 
mider the auspices of my own denomination ; and every dollar of 
tax I pay to the public Schools leaves me one dollar less with which 
to build up our own institutions of learning. 3. The government 
is both an expensive and a very poor educator; and, 4. The possi- 
ble abuse of the sj'^stem, in giving the party in power the advan- 
tage over their opponents, is a serious objection to free Schools." 

A call was issued for a grand mass meeting of all the Anti-cath- 
olic and Anti-infidel citizens, to meet in the City Hall a week fi-om 
the evening of adjournment. This notice appeared in all the daily 
pa])ers ; and no little excitement meanwhile prevailed. 



CHAPTEEXL 

GRAND MASS MEETING OF MANY RELIGIOUS DENOMINATIONS, AND 
OTHERS — SPEECHES — RESOLUTIONS, &0., &C. 

Long before the appointed hour, j^eople began to gather in eager 
crowds in the spacious City IlaU. It was observable that the differ- 
erent "orthodox denominations'' were represented by many of 
.their ablest ministers and laymen. When the room was filled to 
its utmost capacity, many had to leave because they could not en- 
ter. The meeting was called to order by appointing Bishop , 

of the M. E. Church, President, and Judge , Secretary. The 

President, on taking the chair, stated what he understood to be the 
object of the meeting. He said : " We have assembled, my Chris- 
tian friends, to consult together as to the proper course to be pur- 
sued by us, in view of the fact, now made patent to us all, that the 
infidel portion of our fellow-citizens are resolved to thrust the Bible 
and all kindred teachings out of the Public Schools. The meeting 
is now open ; and the chair will be pleased to have you give direc- 
tion to the j)roceeding8 of 'this body, by presenting matter suitable 
for discussion on this occasion." 

Baptist. — " I move that a committee of one from each of the re- 
ligious denominations, represented in this bodj^-, be appointed a 
committee to report, as soon as practicable, a preamble and resolu- 
tions expressive of the sense of this meeting." 

The motion was seconded, and carried, by a very enthusiastic 
and overwhelming majority. The committee retired to an ante- 
room, and after a brief comparison of notes, re-entered the Hall, 
and announced themselves ready to report. 

President. — " The committee now have leave to report." 

Chairman of Committee read as follows : — ■ 

" Whereas, According to the spirit and genius of our govern- 
ment, there can be no union of Church and State, in any form 
whatsoever nor any restriction of civil rights on account of relig- 
ion, nor any preference given to any form of rehgion, nor any re- 
quirement of a religious character made of any citizen, but all are 
left free to serve God, or not, as they may elect j And, whereas, 
according to the spirit of our government, the Bible and all author- 
itative moral teaching, and all other systems of religion, must, if 
any portion of the tax-paying citizens so require, be strictly exclud- 
ed from the Public Schools, which are supported by the taxation 
of all classes of citizens : 



69 

And, Whereas, a rigid and even just construction of the prin- 
ciples, above announced, must exclude, from the course of study- 
pursued in the Public Schools, a large list of studies such as in- 
volve the idea of Deity or of His laws; thus leaving in Public 
Schools a class of studies that appeal almost exclusively to the 
intellect, to the neglect of the moral and spiritual elements in 
human nature ; And, 

Whereas, The present system of Public Schools requires that 
the moral and religious influence of Christian teachers shall be 
reduced to zero — a thing which no Christian can consent to do 
at the peril of his soul ; And, 

Whereas, Every Christian parent, especially, is under the 
most sacred obligation to Almighty God, to bring up his chil- 
dren under such influences as are calculated to develoj) their in- 
tellectual, moral, and religious powers, in the highest degree 
practicable — which cannot possibly be done in Schools from 
which much truth essential to the development of the intellect 
is excluded, and from which all moral and religious truth must 
be shut out J And, 

Whereas, The character, developed in Schools of the above 
nature, must be such as greatly to endanger the civil and relig- 
ious liberties of our country, and imperil the interests of socie- 
ty itself; And, 

Whereas, the present or prospective method of conducting 
the Public Schools virtually resigns the youth of the land to 
the devil and his co-laborers ; And, 

Whereas, Taxation, for the purpose of sustaining such 
Schools, is essentiall}^ agrarian in nature, and communistic in 
tendency; And, 

Whereas, The direct effect of such a system of Schools is to 
paralyze all other institutions of learning — private and denomi- 
national; And, 

Whereas, Every Christian is bound, by the most sacred obli- 
gations, to do all he can to promote Christian education — which 
can be done to very little effect so long as he has to support the 
present expensive system of education ; And, 

Whereas, Education of right belongs to parents, and can nev- 
er, as a rule, be transferred to the State ; the latter having nei- 
ther the right, nor the power to educate youth effectively, in 
ibo view at least of Christian parents; And, 

Whereas, The State is a costly as well as an incompetent edu- 
cator ; And, hnally. 

Whereas, This system of education, as likely to be conducted 



70 

under infidel influences, cannot exist, except in violation of the 
spirit of our government — which forbids that any discrimination 
shall be made /or one party or individual, or against another; 
the reducing of the moral and religious influences in the 
Schools to suit the demands of Atheists, being a virtual turn- 
ing over of the youth of the land to the fell influence of Athe- 
ism : — Therefore, 

Resolved — 1. That we, members of the various ' orthodox 
denominations' of Christians, do heartily, and unreservedly, 
repudiate the present system of Public Schools ; 

2. That we will not patronize these schools; 

3. Tliat we will do all in our power, by honorable means, to 
dissuade all others from patronizing, or countenancing, in any 
way, a system so pregnant with evil to the youth of the rising 
generation, and so destructive of the civil and religious liberties 
bequeathed to us by our fore-fathers. 

4. That we will never cease to agitate this subject until, by 
the blessing of Almighty God, we have expunged from the stat- 
utes of the State the last vestige of law that supports such a 
system of education/' 

It is needless to say that there was the profoundest interest 
felt by the audience, as, one after another, these solemn where- 
ases fell from the lips of the stern old Baptist who read them. 

A motion was made to adopt the preamble and resolutions, 
one by one, so as to give ample scope for discussion. The mo- 
tion was carried ; and the discussion opened. 

Reformer. — '^Mr. Chairman. — The proposition in the pre- 
amble, relating to the * civil and religious' character of the gov- 
ernment, or to the fact that religion is no essential element in 
our form of government, is simply a matter oi fact, and needs 
no discussion ; I move that it be adopted." 

Carried unanimously, 

Presbyterian. — " The second item of the preamble, relating 
to the exclusion of the Bible and all authoritative moral teach- 
ing., &c., from the Public Schools, may need a little amplifica- 
tion. Christians, of course, would not admit the Al-coran or 
Turkish Bible, into the Public Schools, whereby Christian 
youth mighi bo led to renounce the faith of their parents; nor 
should Christians wish to /orce the Bible into the Public Schools 
over the protests of Jews, Atheists, Turks, or any others. This 
is not a matter of choice, on the part of Christians, but of law. 

"As to the exclusion of an authoritative moral code, a word 
may be necessary. Your committee consider, and most proper- 



71 

}y so, that, outside of the Bible, there can he found no such 
thing as an authoritative moral code — nothing to bind the con- 
science, and govern the conduct of youth or of manhood. Ac- 
cordingly, it is manifest t»hat, in throwing out the Bible, we 
must throw out an authoritative moral code, also j since, in 
throwing out the whole, we must throw out its parts.''^ 

After some discussion, this item of the preamble was adopted. 

Methodist. — " The third item in the preamble declares that 
certain studies, now deemed by Christians and many others as 
essential to a respectable education, must be expunged from the 
course of studies in the Public Schools and Universities. Pre- 
cisely how many and what studies are to be excluded, under the 
rulings allowed above, I am not prepared to say; but such stud- 
ies as Moral Science, Evidences of Christianity, Butlerh Analo- 
gy, and Natural Theology, must certainly be excluded. It is 
believed, also, that Geology, Botany, Astronomy, Chemistry, 
and some other studies would have to be thrown over-board, or 
be taught erroneously or improperly; for the reason that, to 
study these sciences properly, frequent reference must be made 
to causation back of these sciences, or to the laws in accordance 
with which these several objects of science exist, and present 
their varying phases or modes of existence. The moment you 
refer to law, the controversy begins: 'What is law? Whose 
law?' And, in the discussion of such questions, Atheism and 
Christianity would collide at once; and, hence, to avoid all 
trouble, it would be proper, if not necessary, to throw out these 
sciences." Further discussed, and adopted. 

Congregationalist. — " The next item of the preamble alleges 
that it is necessary, under the construction now placed upon 
the law, that Christian teachers, in the Public Schools, should, 
while teaching, and in the capacity of instructors, rcluce their 
moral and religious influence to nothing — i. e. they must strive 
not to exert a Christian influence upon the children of infidel pa 
rents; and that, as to the distinctive moral teachings of the Bible, 
they must be neutral as to their influence over infidel children. 
As Christians, we would' not wish an atheistical teacher, or a 
believer in the doctrines of the Al-coran, to exert his influence 
— immoral and pernicious as we believe it to be — upon our chil- 
dren ; and what we would oppose in them, we should not vcish 
to do to them. ' The golden rule' is applicable here. Now, no 
Christian, except he be one merely in name, could consent thus 
to paralyze his moral and religious influence ; nor would he 
place himself in position where this would be required of him. 



72 

This shows, most unquestionably, that there is an ' irrepressible 
conflict' between the different elements represented in the 
Public Schools.'' Adopted. 

Episcopalian — "The next count in the preamble, which re- 
lates to the duty of parents to bring up their children after the 
most exalted model, is but a truism. To suppose the opposite, 
is simply absurd. That such an education cannot be given or 
acquired in the Public Schools, is as evident as any truth can 
be. With hut a, partial course of study, the intellect can be but 
partially developed; without moral truth, how can moral char- 
acter be brought out ? And if religious truth is excluded, the 
spiritual element in human nature must remain dormant. But 
to fail to cultivate the spiritual and moral, and hut partially 
train the intellectual, is not to educate in any proper sense of 
the term. Such an edu'cation is not what Christian parents 
should bestow on their children, I should feel that I was un- 
worthy of the name of parent, if I could get my consent to 
turn my children out into the world, with only a jjar^iaZZ^/ de- 
veloped intellect, and without moral or religious character." 

Discussed at length, and finally adopted. 

Upiscopal Methodist — "The character likely to be developed 
under the new system of education, is the point, in the pream- 
ble, next to be discussed. When I consider the amount of law- 
lessness, now prevalent in the land, among children reared 
more or less under the influence of Bible teachings, I confess 
that my heart sicTiens at the thought of what must inevitably 
result from a system of Godless Schools. Debarred from relig- 
ious and moral training, we may naturally expect very many 
of the youth of the land to assume the worst type of character. 
Infidelity, of every shade and complexion, may be looked for;, 
and moral monsters in such numbers as to endanger the very 
existence of civilized society, may be expected to throng every 
avenue of life. How many and how large the prisons must be, 
to afford accommodations for the vast harvests of smart out- 
laws, I pretend not to know; and how long the virtuous and 
moral elements in society will remain strong enough to intimi- 
date the evil, remains to be seen. Under this system of edu- 
cation, I see safety neither for our liberties nor for society." 
Adopted. 

Lutheran.—" It is needless to say, after all that has been said' 
on this subject, that to take the Bible and morality out of the | 

Public Schools, ' virtually,' as the preamble asserts, ' consigns 
the youth of the land to the devil and his co-laborers.' If we^ 



78 

by statute, drive God out of these Schools, do we not invite the 
devil to come and preside ? To thrust out God's Word, is to say, 
in effect, ' Depart from us ; for we desire not a knowledge of 
thy ways/ Let me ask this intelligent audience, ' Can the devil 
wish a greater victory in this School controversy than to have 
the Holy Bible with all its noble teachings shutout?' And 
now you will find that infidels, of every shade and character, 
will rally to the support of these God-forsaken Schools! Now, 
for the first time, iJiey will, as a class, denounce those who op- 
pose the system of educating under influences calculated to 
make the great mass of pupils infidels. lN"othing would so dis- 
appoint them as to have their well-concerted plans, /or ruining 
our youth by wholesale^ thwarted by the timely co-operation of 
the religious elements in the land.'' Adopted. 

Cumberland Presbyterian. — " ' The agrarian nature, and com- 
munistic tendencies^ of taxation for the support of the present 
system of Schools, comes next to be considered. It is an ad- 
mitted truth that the proper limits of taxation are not well de- 
fined. The right of property is not so well understood in this 
country as it is in some other parts of the world. For two men 
to over-power a third, because they are physically stronger, 
and take from him, for their own use, any portion of his hard 
earnings, would be styled robbery; and, under the laws of the 
land, they could, on suflacient proof, be summarily punished. 
A majority of the people of a State — chiefly the non-taxpayers 
— cause a law to be enacted for the support of free Schools, 
mainly for their own benefit; they, under the forms of law, 
take away a portion of the property of others, without their 
consent and against their protest; knowing, too, that the parties 
thus despoiled of their property, may receive no benefit from 
the tax ! Does not the right to take away a portion of their 
property without their consent, imply the right to take double 
as much, half, or all he has, if they wish to do so? 

"What IS this but agrarianismf What but legalized robbery? 

" As to the communistic tendencies of the present system of 
taxation for Public Schools, I need only say that a race of chil- 
dren, educated chiefly at the expense of others; trained in 
Schools from which Ood and His Word are banished; may be 
expected to head the columns and fill the ranks of the commu- 
nistic forces now beginning to collect in different parts of the 
United States. If their education was furnished at the expense 
of others, and against the will of the parties furnishing the 
money, 'why\ they may naturally ask, 'may we not supply any 



other want from the same source V ' If education, the best leg- 
acy that can be bequeathed to youth, was furnished to us, by 
law, from other peoples' pockets, why may we not, if we have 
the numbers, have other laws framed that will supply other 
wants of ours?' Such questions as these, would not be unnatu- 
ral, nor wholly alien to characters formed under such influences 
and laws as those that do, and probably will, operate in the 
Public Schools." Lengthily discussed, and adopted. 

Presbyterian. No. 2. — " The next item in the preamble as- 
serts that the effect of the present School system is to paralijze 
other institutions of learning— private and denominational. 
This proposition is too manifest to require elaboration. If 
proof were needed, we have but to point to the number of ex- 
cellent private Schools and academies, and Christian Colleges 
in every State perhaps in the Union, that have either ceased to 
be, or are lingering out a feeble existence. The proof here is 
abundant and exceedingly painful." Adopted. 

Methodist. — " It seem superfluous to argue the next point in 
the preamble, viz.: ' that every Christian is bound, by the most 
solemn obligation, to promote Christian education/ This is a 
necessary truth, growing out of our belief in Christ, and our 
loyalty to His claims upon us. We know that education under 
Christian influences is much more likely to result in the conver- 
sion of youth to Christianity, than education under any other 
influences. If, therefore, we love the souJs of the youth of our 
country, we should have as inany of them as possible, under 
the forms of our government, brought up in Christian Schools 
and Colleges. But our ability to provide such Schools is great- 
ly crippled, and, in some cases, entirely paralyzed by the enor- 
mous expense connected with the Public Schools. If the Meth- 
odist money, annually expended in support of free Schools, 
were devoted to founding Schools and Colleges under the con- 
trol of our own denomination, we would soon have a very large 
number of them. And if the children who are now sent to 
Public Schools, were left free to attend some one of the Chris- 
tian Schools now in existence, and that might be established, 
the future of the different churches would be much brighter, 
and the hopes of our country incalculably brighter, than t\\ey 
will be, if the present system of education should bo perpetu- 
ated. Of all this, there can be no reasonable doubt. And here 
IS material, my Christian Brethren, for solid, serious thought.'' 
Discussed and adopted. 
The item in the preamble to the effect that th6 State is a 



75 

costly and incompetent educator, was adopted with but little 

scussion. 

Baptist. — " The last item in the preamble asserts the uncon- 
stitutionality of the law that 'places the Public Schools on the 
basis of Atheism. This proposition I regard as of great impor- 
tance, and I beg the patience of the chair and of the audience, 
while I attempt to prove it. 

"I need not state again that the Constitution of the United 
States and of our State forbids the imposing of any penalty, or 
inflicting any losses or hardships upon any party or individual 
for conscience' sake. But is it not a hardship, a loss, a penalty, 
a punishment, for Christian parents to be taxed, wrongfully as 
I think, to support a system of Schools, whose religious and 
moral status is just suited to the tastes of the Atheist, and not 
at all suited, in these respects, to the Christian people in this 
government ? Is not the Public School system run in the in- 
terests of Atheists, when the Schools are conducted on the as- 
sumption, practically at least, that there is no Ood? The Athe- 
ist is one who believes that there is wo God; and these Schools 
are run on the same assumption. What more does he wish? 
His wish, therefore, is made the standard which all other citi- 
zens must adopt. 0?^r wishes must give way to his. He gets 
what he requests — viz.: a Godless system of Schools for the 
education of his own children; but Christian parents cannot 
have a system of Christian Schools in which to educate their 
children, but must accept the Godless School system, the one 
suited to Atheists ! ! ! Is not this a palpable violation of the 
spirit of the constitution ? Is it not working the whole system 
to suit the atheistical elements in society, to the irreparable loss 
of Christian people, particularly? It most assuredly is so ; for, 
though the law forbids the teaching of atheistical doctrines in 
the Schools, it must be remembered that Atheism is a mere ne- 
gation, and its interests are largely subserved, if the voice of 
the instrudtor is silenced — not permitted to teach any thing re- 
lating to God. If this system of negation, or silence, relative 
to the existence, laws, and government of God, should be uni- 
versally adopted, by those not in School as well as by those in 
it, the reoult would soon be Universal Atheism ! A nation of 
Atheists! 

"There is, Mr. President, an infinite distance, so to speak, 
between Atheism and Christianity. *Js' and Hs noP are the 
poles asunder; and to attempt to harmonize, in one system, the 
people who believe that there is a God, the Supreme Euler and 



76 

:Source of all good, with those who believe that there is no God, 
is to attempt an inipossibility. This line of thought imposes 
upon me the solemn conviction that Government should have 
nothing whatever to do with education — a conclusion to which 
we have arrived by a vast number of independent arguments.'' 

After much discussion, this item, in the preamble, was also 
adopted. 

When the preamble was adopted as a whole, the resolutions 
were called up in order, discussed at length, and adopted by a 
large majority. These earnest men left the Hall, resolved to 
agitate and discuss the School system, and do all in their power 
to break its hold upon the public mind. That they will suc- 
ceed, if all the religious denominations will rally to their own 
interests, cannot be doubted; but should they slumber over 
their duty, they will have only themselves to blame, when they 
find the chains too strong to be broken. If the American peo- 
ple have not sufficient intelligence to perceive the evil conse- 
quences of a system of education run on the approved basis of 
Atheism, so much the worse for them and their posterity; and 
vif the Christian people of this land of liberty are willing to 
sacrifice their efficiency in Christian education, in order to sup- 
port an infidel system of free Schools, it will go to show that 
"the children of this world are wiser in their generation than 
the children of light,'' and that, after all, man is neither com- 
petent to rule himself, nor worthy of liberty. 

The End. 



